Making Science-Inquiry Learning Accessible for Students with Complex Support Needs

Overview & Synopsis

Inquiry learning through engagement with scientific practices has proven to be an effective instructional practice for general education students. Although students with complex support needs (CSN) are required to have access to the same grade-appropriate academic content in science as their peers without CSN, it remains a challenge for special education teachers to design instruction around student inquiry and science conceptual understanding. The 5E Science Education for Special Educators (5E-SESE) Model combines three well-established conceptual constructs (three-dimensional science standards, Universal Design for Learning [UDL], and the 5E Model) to support special educators in delivering quality science instruction. With the 5E Model at its center, 5E-SESE emphasizes the importance of students with CSN as active learners engaged in science practices. Three-dimensional content standards supported by UDL ensure rigor and accessibility for all students. This paper describes 5E-SESE and how it supports teachers' design of effective science-inquiry instruction for students with CSN.