The Journal of Science Education for Students with Disabilities (JSESD) 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. We are pleased to announce that the journal will now be indexed in ERIC (in addition to the Directory of Open Access Journals (DOAJ) and Google Scholar).
Current Issue: Volume 21, Issue 1 (2018)
Letter from Editors
Using Argument-based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms
Jonte C. Taylor, Ching-mei Tseng, Angelique Murillo, William Therrien, and Brian Hand
A Qualitative Study on How Students with Visual Impairments Perceive Environmental Issues
Mustafa Ürey and Maşide Güler Mrs.
Teaching Science through Inquiry Based Field Experiences Using Orientation and Mobility
Danene K. Fast and Tiffany A. Wild
Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments
Karen E. Koehler, Tiffany A. Wild, and Sean Tikkun
Science Instruction for Secondary Students with Emotional or Behavioral Disorders: A Guide for Curriculum Development
Tal Slemrod, Leah Wood, Shelley Hart, and William Coleman
My Experience Teaching General Chemistry to a Student who is Visually Impaired
Katherine M E Stewart