Inquiry-Based Education for Students with Visual Impairment

Table 1

Disability studies in science education: 1992–present.

Sample	Intervention	Reported results	Design
𝑁=1; 4th MS; LD	GIsML	Positive for GIsML; instruction	Case study; NR: 1 condition
𝑁=5; (3) 4th MS; (2) LD, (1) MMH,; (1) ED, (1) Multiple	Textbook v/s; activities-oriented instruction	SWD: at or above class mean on multiple choice, performance, and verbal fluency tests	Observational; Before/after on all; measurements; NR: 2 conditions
8 schools; 𝑁=172; 4th MS; 𝑁=33; LD	Supported Inquiry Science (SIS) v/s Activity-based Science (ABS)	Student gain scores: main effect for group SIS students outperformed ABS students, 𝐹(1,156)=40.00, 𝑃<0.0001; Positive results for SWD	Before/after; Observational; Partial RA: 2 conditions
𝑁=14; 1st–5th SC; (6) MMH, (8) LD	FOSS with activities-oriented instruction	Positive results: SWD achieved success	Observational; NR: 1 condition
𝑁=26; 6th–8th; LD	Inquiry-oriented; approach to instruction; using FOSS materials	Positive effects inquiry-oriented condition (effect size = 0.42 and 0.49)	Crossover design; NR: 2 conditions; repeated
𝑁=15; (3) 3rd, 4th, 5th MS; (2) HI, (9) LD, (1) VI, (3) physical	Inquiry-oriented; activities	7 variables reported as meaningfully associated with success	Observational; NR: 1 condition
𝑁=16; 4th–6th; (10) LD (6) BD; 𝑁=107 all students	Discovery teaching; versus direct instruction	LD discovery outperformed LD direct instruction; (beta = 0.94, 𝑡=3.44, 𝑃<0.001)	2×5 factorial design; RA: 2 conditions

Note: ED: emotional disability; NR: nonrandom assignment; VI: visual impairment; PSCD: Playtime is Science for Children with Disabilities; LD: learning disability; EI/ED: emotional impairment/disorder; PDD: pervasive developmental disorder; GIsML: Guided Inquiry Supporting Multiple Literacies; MMH: mild mental handicap; SWD: students with disabilities; RA: random assignment; FOSS: Full Option Science System; HI: hearing impairment; BD: behavioral disorder.