Inquiry-Based Education for Students with Visual Impairment

The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment. 1. Introduction Science education reform necessitates purposeful and planned instruction for all students, emphasizing instruction aligned with the current thinking found in empirical research grounded in theory [1–3]. Knowledge of science pedagogy for children with disabilities is continuing to increase [4–8]. However, the literature in science methodology for learners with a visual impairment is sparse [9–11]. Although the primary interest was to review the literature available in science education for children with a visual impairment, the scarcity of the literature required a broader search with the belief that studies including students with other disabling conditions would provide relevant similarities to the experiences of students with visual impairment in the science classroom. The purpose of this review was to answer the following questions: (a) what recent research has been conducted on science instruction for students with a disability? and (b) what implications does the current research in science education of students with disabilities have for the learner with a visual impairment? 2. The Literature Search Procedures A systematic search of all the literature was conducted. Modes of searching included reviews of subject related databases and recommended citations and consultation with members of both fields of interest. Learning/visually impaired/experiences, students with a visual impairment/education, science/visually impaired/education, disabilities/science education/visual impairment, and blind/science education were the phrases searched. Authors associated with science education, education of students with a visual impairment, and education of students with disabilities also were searched. Colleagues from three