Inquiry‐Based Science Instruction for Students With Disabilities

A Systematic and Meta‐Analytic Review

Bibliographic Data

ID21392734
AuthorsSarah Emily Wilson (0000-0002-7389-7301, University of Virginia Charlottesville Virginia USA), William J Therrien (0000-0003-0594-5129, University of Virginia Charlottesville Virginia USA, corresponding author), Jenna A Gersib (0000-0002-1270-1889, The University of Texas at Austin), Jenna Gersib (The University of Texas at Austin Austin Texas USA), Megan Rojo (0000-0002-2981-3377, University of North Texas Denton Texas USA), Victoria J VanUitert (0000-0003-3927-3850, Bowling Green State University Bowling Green Ohio USA), Gail E Lovette (University of Virginia), Gail Lovette (University of Virginia Charlottesville Virginia USA), Maria A Longhi (The University of Texas at Austin Austin Texas USA), Sarah K Benson (0000-0002-5822-4942, University of Birmingham Dubai Dubai UAE), Sarah R Powell (0000-0002-6424-6160, The University of Texas at Austin Austin Texas USA), Christian T Doabler (0000-0002-8074-4311, The University of Texas at Austin Austin Texas USA)
Year2026
Volume110
Issue2
Pages639-653
Publication date2026-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.70029
OpenAlexW4415541753
LanguageEN
Citations received2
References cited52

Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry‐based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills

Extant taxon · Inclusion (mineral) · Literacy · Psychological intervention · Science education · Scientific Literacy · Scientific literature · Cognitive and developmental aspects of mathematical skills · Educational Practices and Challenges · Science Education and Pedagogy