Making Inquiry Accessible for Students with Disability

Autor/in	Kohnke, Shalece
Titel	Making Inquiry Accessible for Students with Disability
Quelle	In: Science Teacher, 89 (2022) 5, S.36-41 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Social Justice; Students with Disabilities; Science Instruction; Inquiry; Accessibility (for Disabled); Science Achievement; Educational Legislation; Equal Education; Federal Legislation; Academic Accommodations (Disabilities); Access to Education; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Accessibility; Zugänglichkeit; Bildungsrecht; Schulgesetz; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Social justice has gained momentum over the past decades with a surge of attention since March 2020. Among many seeking social justice, individuals with disabilities often are forgotten or excluded. Students with disabilities consistently scored below students without disabilities, in all age categories, on the 2015 National Assessment of Educational Progress (NAEP) science assessment (National Center for Educational Statistics 2018). However, poor science achievement does not reflect on the capability of individuals with disabilities but rather on the need for accessible science content. Currently, 95% of students receiving services under the Individuals with Disabilities Education Act (IDEA) Part B are in the regular classroom setting for some portion of the day. With such high numbers of students with disabilities in regular classroom settings, science teachers need research-based and practiced information on accommodating students with varying abilities in the inquiry process. This article shares supports for inquiry which can be implemented for all students to varying degrees to increase accessibility and equity in inquiry-based practices. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01