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
Development of Accessible Laboratory Experiments for Students with Visual Impairments
KC Kroes, Daniel Lefler, Aaron Schmitt, and Cary A. Supalo