Current Research In Inclusive Science Education

Inclusive Science Education- Learning from Wizard

This article takes the case of one student and the strategies that helped him in an inclusive science classroom. What the study found is that finding ways to accommodate this student, encouraging him to follow his interests, and using interdisciplinary literacy strategies allowed him to keep up with the curricular goals of the class. Additionally, allowing the student to have a part in the decision-making process for his own goals and learning increased his understanding.

Preparing pre-service teachers to teach mathematics in inclusive classrooms: a three-year case study

This is a study of how inclusive classroom in a high-school math changes students without disabilities perceptions of students who do have disabilities. It also assesses performance of the two groups. This study found that by using collaboration, both groups performed better and that increased interaction between the two groups improved perceptions of each other.


Inclusive STEM High-School Design: 10 Critical Components

This article looks at the research for making STEM not just a gifted/talented program, but rather a way to engage students of all abilities in challenging coursework. The article makes recommendations for 10 key components that help students succeed in STEM including (but limited to):
-STEM integrated into curriculum for all subjects
-Project-based learning
-Use of technology to reduce barriers
-Teacher training
-Appropriate supports
-Rigorous and engaging coursework

Strategic Note Taking for Inclusive Middle School Science Classrooms

Studies show that increased demands on teachers to teach curriculum for state tests has also meant increased time spent towards class lecture. Lectures often require note-taking for students to retain and later process information. This study cites the fact that for students with no learning disabilities they often get down only about 25-27% of the information covered and for students with disabilities, they often get only about 13% of the information. This article highlights the need to include cued lecture points and find ways to help students discern important information. It includes teacher strategies that work in practice, particularly for science.


The Significance of Access: Students with mobility impairments constructing geoscience knowledge through field-based learning experiences

This is a very interesting dissertation on the importance of finding ways to include physically disabled students in field-experiences that allow them to engage with science content.

Using the Universal Design for Learning Approach in ScienceLaboratories To Minimize Student Stress

A great resource for recognizing the difference between anxiety and mis-understanding and inability to understand. This article outlines multiple ways in which designing lesson plans with UDL in mind make a difference for all learners, and make information accessible, particularly during lab based learning. The article specifically highlights supportive communication, open-mindedness, and analysis and adaptation of the curriculum.