Table of Contents
ISRN Education
Volume 2014 (2014), Article ID 361685, 7 pages
http://dx.doi.org/10.1155/2014/361685
Review Article

Inquiry-Based Education for Students with Visual Impairment

College of Education and Human Development, The University of Maine, 5766 Shibles Hall, Room 303, Orono, ME 04469-5766, USA

Received 17 November 2013; Accepted 23 January 2014; Published 4 March 2014

Academic Editors: K. Capps, K. Kingsley, K. Y. Kuo, and L. Roecker

Copyright © 2014 Deborah L. Rooks-Ellis. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.