The Effects of the Science Writing Heuristic on Student Engagement for Students With Disabilities

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Science for All: Equitable Science Education for Students With Disabilities

Abstract

Academic learning begins with classroom engagement. If students are not engaged during class time, learning becomes difficult. For students with disabilities, who have traditionally had more difficulty in staying engaged in inclusive classrooms, it is essential for classroom instruction to be effective and efficient to keep students engaged throughout. The current study examines the effect of the Science Writing Heuristic (SWH), an argument-based inquiry approach to science instruction, and its effect on classroom engagement for students with disabilities in inclusive science classrooms. Results suggest that the SWH approach is effective in keeping students engaged during science instruction.

Authors

• Jonte' C. Taylor (JT), The Pennsylvania State University - University Park

• James Stocker, University of North Carolina - Wilmington

• Brian Hand, University of Iowa

• William J. Therrien, University of Virginia