Advancing Inclusive Education in Middle School Science: A Case Study of Expansive Learning

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Accessible Instruction and Universal Design for Learning: Research and Practice (Table 24)

Abstract

There is an expanding body of research focused on exploring science learning, specifically inclusive science learning, for students with intellectual and developmental disabilities (IDD). The aim of this project was to explore how a research partnership focused on inclusive science learning for students with IDD could support the learning of a focal learner with IDD and his general education and special education teachers. We used critical inclusion and expansive learning frameworks to explore how a new expansive learning space, science-as-practice, was created and supported the learning of both the focal learner and his teachers. We will share findings and discuss implications for how critical inclusion and expansive learning can support deeper science learning and inclusion for students with IDD.

Authors

• Carly A. Roberts, University of Washington

• Elizabeth Saliba, University of Washington - Seattle

• Erin M. Stewart, Puget Sound Educational Service District