Reflections of educators in pursuit of inclusive science classrooms

Susan A. Kirch, Mary Ellen Bargerhuff, Heidi Cowan, Michele Wheatly

Research output: Contribution to journalArticlepeer-review


General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices, a combination of survey and reflective journal entries was used to monitor participants' experience. Here we discuss the findings from this benchmark study and discuss how others might adapt this professional development model for use by schools interested in moving toward inclusive practices.

Original languageEnglish (US)
Pages (from-to)663-692
Number of pages30
JournalJournal of Science Teacher Education
Issue number4
StatePublished - Aug 2007

ASJC Scopus subject areas

  • Education


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