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Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students Individualized Education Program’s (IEP) and non-IEP students, as well as students with IEP’s at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEP’s.
Taylor, Jonte; Therrien, William J.; Kaldenberg, Erica Rochelle; Watt, Sarah J.; Chanlen, Niphon; and Hand, Brian
"Using An Inquiry-based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data,"
Journal of Science Education for Students with Disabilities: Vol. 15
1, Article 4.
Available at: https://repository.rit.edu/jsesd/vol15/iss1/4