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Inclusive science education: learning from Wizard

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Abstract

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy [“Sometimes I do” (get it)] and dependence [“Sometimes I don’t (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

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  1. Department of Education, Gustavus Adolphus College, 800 West College Avenue, Saint Peter, MN, USA

    Michele Hollingsworth Koomen

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  1. Michele Hollingsworth Koomen
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Correspondence to Michele Hollingsworth Koomen.

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Koomen, M.H. Inclusive science education: learning from Wizard. Cult Stud of Sci Educ 11, 293–325 (2016). https://doi.org/10.1007/s11422-015-9668-6

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