Peer reviewed
Direct linkERIC Number: EJ1008520
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: N/A
Promoting Inclusive Practices in Inquiry-Based Science Classrooms
Watt, Sarah J.; Therrien, William J.; Kaldenberg, Erica; Taylor, Jonte
TEACHING Exceptional Children, v45 n4 p40-48 Mar-Apr 2013
The purpose of this article is to provide an overview of inquiry-based instruction and to outline components of inquiry-based instruction key to ensuring that students with disabilities in inclusive science classrooms acquire core concepts. The use of collaboration, big ideas, knowledge and retention strategies, and formative assessments are discussed. (Contains 5 figures.)
Descriptors: Science Instruction, Classrooms, Science Education, Science Curriculum, Inclusion, Formative Evaluation, Inquiry, Disabilities, Active Learning, Cooperation, Memory, Retention (Psychology), Access to Education, Regular and Special Education Relationship, Scientific Concepts, Instructional Materials
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
