THE CONSTRUCTION OF SCIENTIFIC KNOWLEDGE BY STUDENTS WITH MILD DISABILITIES

Recent experimental research has lent partial support to constructivis t 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 accepta nce of the view of students with mild disabilities as learners who are capable of constructing scientific knowledge, and who benefit from do ing so. However, all research to date has underlined the importance of carefully structured and sequenced, teacher-led presentations, as wel l as systematic and effective classroom and behavior management. Furth er, although students with disabilities have been successfully include d in inquiry-oriented mainstream science classrooms, there is reason t o believe that special education settings may be more facilitative of scientific knowledge construction for some students with disabilities. Implications for further research are discussed.