Inquiry‐Based Science Instruction for Students With Disabilities: A Systematic and Meta‐Analytic Review

ABSTRACT Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry‐based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills.