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Text Versus Hands-On Science Curriculum

Implications for Students with Disabilities

Margo A. Mastropieri is professor of special education at Purdue University. She received her PhD from Arizona State University in 1983. Her present research interests include teacher effectiveness, learning and memory strategies, and science education for students with disabilities.

Thomas E. Scruggs

Thomas E. Scruggs is professor of special education at Purdue University. He received his PhD from Arizona State University in 1982. His present research interests include research synthesis, elaborative learning strategies, and science education for students with disabilities. Address: Margo A. Mastropieri, Purdue University. Department of Educational Studies. Liberal Arts and Education Building. West Lafayette. IN 47906.

This paper describes recent educational reform efforts in science education and their potential impact on students with disabilities. An analysis of the curriculum in science education in four school districts from four different states is presented. Two districts employ a content approach using textbooks as the dominant instructional medium, while the other two districts employ a hands-on approach using manipulative activities and thematic units. Comparisons are made within and across the activities-oriented and textbook approaches. Implications for students with disabilities are discussed.

Remedial and Special Education, Vol. 15, No. 2, 72-85 (1994)
DOI: 10.1177/074193259401500203


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