Current Issue: Volume 19, Issue 1 (2016)
The Journal of Science Education for Students with Disabilities has been providing a peer-reviewed venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published as Open Access and online- free of charge to authors and readers.
See the Aims and Scope for a complete coverage of the journal.
Letter from Editors
Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature
Karen L. Rizzo and Jonte C. Taylor
Making Science Accessible to Students with Significant Cognitive Disabilities
Lori Andersen and Brooke Nash
Stemming on STEM: A STEM Education Framework for Students with Disabilities
Jiwon Hwang and Jonte C. Taylor
Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp
Kathleen Farrand, Tiffany Wild, and Margilee P. Hilson
An Examination of Accessible Hands-on Science Learning Experiences, Self-confidence in One’s Capacity to Function in the Sciences, and Motivation and Interest in Scientific Studies and Careers.
Mick D. Isaacson, Cary Supalo, Michelle Michaels, and Alan Roth
Development of Accessible Laboratory Experiments for Students with Visual Impairments
KC Kroes, Daniel Lefler, Aaron Schmitt, and Cary A. Supalo