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Recent experimental research has lent partial support to constructivist views of science learning for students with mild disabilities. This article describes the findings of this research as well as the results of ongoing, qualitative research on science learning of students with mild disabilities. Both lines of research converge on general acceptance of the view of students with mild disabilities as learners who are capable of constructing scientific knowledge, and who benefit from doing so. However, all research to date has underlined the importance of carefully structured and sequenced, teacher-led presentations, as well as systematic and effective classroom and behavior management. Further, although students with disabilities have been successfully included in inquiry-oriented mainstream science classrooms, there is reason to believe that special education settings may be more facilitative of scientific knowledge construction for some students with disabilities. Implications for further research are discussed.
Scruggs et al. (Sat,) studied this question.