Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Abstract

In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to examine the effects of inquirybased instruction on science achievement for students with disabilities. The twelve studies, meeting selection criteria, report improvement in science achievement using inquiry practices. The participants and settings, variations of inquiry-based instruction, science achievement measures, and teacher training were addressed in this review. Two major contributions have resulted from analyzing the twelve studies. First, students with disabilities require supports to participate in an inquiry-based lesson and demonstrate progress on science achievement measures. Second, science achievement improves when components of explicit instruction are utilized in both the general and special education setting for students with disabilities.

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

“…However, mainstream content can often be inaccessible for students with developmental disabilities (Spooner, McKissick, Knight, & Walker, 2014), where the teaching paradigm is often focused on inquiry or discovery-based learning. These strategies are often successful with typically developing learners in mainstream settings but can be less effective for less able students and students with disabilities (Rizzo & Taylor, 2016).…”

“…Spooner et al (2011) also emphasized that most recent research suggests that students with severe disabilities can successfully learn science skills based on the general curriculum. Rizzo and Taylor (2016) analyzed literature on inquiry-based instruction for students with various disabilities. Three databases were searched.…”

“…Twelve studies published between 1992 and 2013 were included, and the authors concluded that students' science achievement improved when inquiry teaching techniques were used; but that, it is not an effective teaching strategy on its own. Rizzo and Taylor (2016) also concluded that students with disabilities require support to access inquiry-based instruction and that their science gains increase when components of explicit instruction are used.…”

“…Moreover, none of the previous reviews focused on the entire population of student with ID and/or ASD. Courtade et al (2007) and Spooner et al (2011) focused on students with severe ID only (IQ below 55), and Rizzo and Taylor (2016) focused on all students with disabilities. Spooner, McKissick, and Knight (2017) in their summative paper on evidence-based practices for students with severe disabilities reported that at the time of the last comprehensive systematic review on teaching science to students with DD , published studies were mainly focused on traditional functional curriculum domains (e.g., safety skills).…”

“…It not only enhances learners' curiosity and understanding of the world around them but also provides students with an important set of inquiry skills to help them evaluate evidence and ideas. The functional application of science content can also provide the basis of employment for some students with disabilities (Collins, Terrell, & Test, 2017;Rizzo & Taylor, 2016), as well as deepening their understanding of their own bodies, weather changes, and the natural world. Furthermore, skills acquired during science lessons can help students with disabilities access instruction alongside their peers in general education classrooms and learn essential life skills (Spooner, Knight, Browder, Jimenez, & DiBiase, 2011).…”