An Explanatory Sequential Investigation of the Science Learning and Communicative Participation in Grade-Aligned Group Science Instruction for Students With Intellectual Disability

Abstract

We explored whether inquiry-based science teaching could be extended to multigrade group-based instruction for five students with intellectual disability, including one student with autism and complex communication needs (i.e., augmentative and alternative communication [AAC] user), in a self-contained special education classroom. All students received three types of teaching methods: general teaching, inquiry-based instruction, and inquiry-based instruction combined with an electronic AAC system for the AAC user. We employed a mixed-methods, two-phase explanatory-sequential design. In Phase 1, we analyzed all students’ science learning using a nonexperimental, repeated time series design. All students, except the AAC user, achieved mastery on science unit assessments during the inquiry-based instruction with or without embedded electronic AAC. In Phase 2, we conducted a case study to explore the AAC user’s communicative participation during group science lessons to determine potential reasons for his lack of mastery. Results from Phase 2 showed improved on-topic responses through AAC during the inquiry-based instruction with embedded electronic AAC, but the AAC user’s participation was limited to factual questions. Incomplete participation in inquiry steps could have contributed to the lack of mastery in unit assessments for the AAC user. Discussion of study contributions, limitations, and implications for research and practice is included.