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Studies in Science Education Volume 48, 2012 - Issue 2
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Articles

Science education for students with special needs

Mary Grace Villanueva Department of Teaching and Learning, University of Iowa, Iowa City, IA, 52242, USACorrespondence[email protected]
,
Jonte Taylor Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, State College, PA, 16802, USA
,
William Therrien Department of Teaching and Learning, University of Iowa, Iowa City, IA, 52242, USA
&
Brian Hand Department of Teaching and Learning, University of Iowa, Iowa City, IA, 52242, USA
Pages 187-215 | Published online: 06 Nov 2012

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Eva M. García Terceño & Ileana M. Greca. (2023) Teaching science to students with special educational needs: a systematic review of science teaching-learning approaches in regular and special education settings. International Journal of Science Education 45:12, pages 969-989.
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Zehra Kaya & Osman Nafiz Kaya. (2022) Comparison of inclusive and traditional science classrooms: middle school students’ attitudes towards science. International Journal of Inclusive Education 26:11, pages 1103-1124.
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Simon Adu-Boateng & Karen Goodnough. (2022) Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study. Journal of Science Teacher Education 33:3, pages 303-325.
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Cemal Tosun. (2022) Bibliometric and Content Analyses of Articles Related to Science Education for Special Education Students. International Journal of Disability, Development and Education 69:1, pages 352-369.
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Jane Essex, Nafsika Alexiadou & Paula Zwozdiak-Myers. (2021) Understanding inclusion in teacher education – a view from student teachers in England. International Journal of Inclusive Education 25:12, pages 1425-1442.
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Michele Waltz Comarú, Renato Matos Lopes, Luiza Amara Maciel Braga, Fabio Batista Mota & Cecília Galvão. (2021) A bibliometric and descriptive analysis of inclusive education in science education. Studies in Science Education 57:2, pages 241-263.
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Mila Rosa Librea-Carden, Bridget K. Mulvey, Lisa A. Borgerding, Andrew L. Wiley & Tanzimul Ferdous. (2021) ‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices. International Journal of Science Education 43:6, pages 949-968.
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Jennifer C. Mesa & Rose M. Pringle. (2019) Change from within: Middle school science teachers leading professional learning communities. Middle School Journal 50:5, pages 5-14.
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Martin Hollins & Michael J. Reiss. (2016) A review of the school science curricula in eleven high achieving jurisdictions. The Curriculum Journal 27:1, pages 80-94.
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Mila Rosa Librea-Carden & Bridget K. Mulvey. (2023) The Potential of Nature of Science (NOS) in Special Education (SPED): Preservice Teachers’ Conceptions, Plans, and Identified NOS Implications for SPED. Research in Science Education.
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Sarah Lilly, Anne M. McAlister, Sarah J. Fick & Jennifer L. Chiu. (2023) A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit. Science Education 107:4, pages 853-883.
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Tülay Şenel Çoruhlu, Muammer Çalık, Sibel Er Nas & Büşra Bilgin. (2023) IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES. Journal of Baltic Science Education 22:2, pages 323-336.
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Tassos Anastasios Mikropoulos & Georgia Iatraki. (2022) Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies 28:4, pages 3911-3935.
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Lindsay M. Griendling, Victoria J. VanUitert, Michael J. Kennedy, Wendy J. Rodgers, John Elwood Romig, Hannah Morris Mathews & Katherine N. Peeples. (2022) Intersectionality in Inclusive Science Classrooms: Enhancing Student Performance via Multimedia Teacher Professional Development. Journal of Special Education Technology 38:1, pages 23-36.
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Çiğdem TÜRKER YILDIRIM. (2022) Zihin Yetersizliği Olan Öğrencilere Fen Öğretimine İlişkin Türkiye’de Yapılan Çalışmaların İncelenmesiA Systematic Review of Studies Conducted in Turkey on Science Teaching to Students with Intellectual Disabilities. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 23:3, pages 721-750.
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Tzu-Chiang Lin, Kai-Yu Tang, Shu-Sheng Lin, Miao-Li Changlai & Ying-Shao Hsu. (2022) A Co-word Analysis of Selected Science Education Literature: Identifying Research Trends of Scaffolding in Two Decades (2000–2019). Frontiers in Psychology 13.
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Phillip A. Boda & Alison Riley Miller. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 329 360 .
Sara Raven. (2021) Why does this matter? The value of intersectionality. Cultural Studies of Science Education 16:4, pages 1137-1148.
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Georgia Iatraki & Spyridon-Georgios Soulis. (2021) A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder. Disabilities 1:3, pages 286-300.
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Roberto Irineu da Silva, Luciana Da Silva Goudinho, Agne De Albuquerque França Ribeiro, Jaderson Pires dos Santos Vasconcelos, Sérgio Crespo Coelho da Silva Pinto & Ruth Maria Mariani Braz. (2021) Videoaulas acessíveis sobre a temática água como recurso didático-pedagógico para promoção da Educação Científica. Revista Iberoamericana de Educación 87:1, pages 95-113.
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George Kaliampos. (2021) Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students. Journal of Research in Science, Mathematics and Technology Education 4:2, pages 93-105.
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Phillip A. Boda & Alison Riley Miller. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 32 .
Jane Essex. (2020) Towards truly inclusive science education: a case study of successful curriculum innovation in a special school. Support for Learning 35:4, pages 542-558.
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Ana Matias, A. Rita Carrasco, Ana A. Ramos & Rita Borges. (2020) Engaging children in geosciences through storytelling and creative dance. Geoscience Communication 3:2, pages 167-177.
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Daniela Egger, Sarah Brauns, Katja Sellin, Matthias Barth & Simone Abels. (2020) Professionalisierung von Lehramtsstudierenden für inklusiven naturwissenschaftlichen Unterricht. Journal für Psychologie 27:2, pages 50-70.
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Tarık BAŞAR & Ümit DEMİRAL. (2020) 2013, 2017 ve 2018 Fen Bilimleri Dersi Öğretim Programlarının KarşılaştırılmasıCOMPARISON OF 2013, 2017 AND 2018 SCIENCE CURRICULA. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 33:1, pages 261-292.
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Simone Abels, Brigitte Koliander & Thomas Plotz. (2020) Conflicting Demands of Chemistry and Inclusive Teaching—A Video-Based Case Study. Education Sciences 10:3, pages 50.
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Rose M. PringleRose M. Pringle. 2020. Researching Practitioner Inquiry as Professional Development. Researching Practitioner Inquiry as Professional Development 59 86 .
Alexander Georg Büssing, Susanne Menzel, Maxime Schnieders, Valerie Beckmann & Melanie Basten. (2019) Values and beliefs as predictors of pre‐service teachers’ enjoyment of teaching in inclusive settings. Journal of Research in Special Educational Needs 19:S1, pages 8-23.
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Sunagul Sani-Bozkurt. 2019. Ubiquitous Inclusive Learning in a Digital Era. Ubiquitous Inclusive Learning in a Digital Era 107 127 .
Sheri Berkeley & Anna Larsen. (2018) Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research. Learning Disabilities Research & Practice 33:2, pages 75-86.
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Jane Essex. (2018) Why ‘science for all’ is only an aspiration: staff views of science for learners with Special Educational Needs and Disabilities. Support for Learning 33:1, pages 52-72.
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Jonte' C. Taylor & Mary Grace Villanueva. 2017. The Wiley Handbook of Diversity in Special Education. The Wiley Handbook of Diversity in Special Education 231 252 .
Maya Israel, Shuai Wang & Matthew T. Marino. (2016) A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency, and gender. Journal of Research in Science Teaching 53:2, pages 324-345.
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Canan Sola Özgüç & Atilla Cavkaytar. (2015) SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY. Journal of Baltic Science Education 14:6, pages 804-820.
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Simone Abels. 2015. Affective Dimensions in Chemistry Education. Affective Dimensions in Chemistry Education 107 131 .

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