Expanding Science Learning for Students With Complex Support Needs: A Case Study

Abstract

There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science learning for students with complex support needs (CSN) could support the learning of a focal U.S. student with autism spectrum disorder (ASD) and his general education and special education teachers. We framed the study using critical inclusion and expansive learning frameworks to explore how a new expansive learning space, science-as-practice, was created and supported the learning of both the focal learner and his teachers. Findings suggest that the flexible learning contexts, across and within both his general education and special education classrooms, supported the focal learner in engaging meaningfully in science learning. Furthermore, evidence of his learning helped expand his teachers’ views of science learning for students with CSN.

Keywords

intellectual disability inclusive practices qualitative research methodology autism teacher(s) science instruction

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