Using the UDL Framework in Inquiry-Based Science Teaching to Support Students With Extensive Support Needs in Inclusive Classrooms

Abstract

The introduction of new next-generation, multidimensional science standards in the last few years has led to increased expectations in science achievement for all students, including students with extensive support needs (ESN). Inquiry-based teaching is an effective strategy to teach science to support attainment of these new expectations. However, few resources exist for teachers of students with ESN engaging in inquiry-based science instruction. The purpose of this article is to describe the Science Inquiry Lesson Supports Plan, a tool for teachers to organize inquiry-based science teaching within the Universal Design for Learning (UDL) framework for students with ESN in inclusive settings. General and special education teachers can plan science lessons using the 5E model of instruction to teach next-generation science in an inclusive setting, using UDL principles to remove barriers to learning.