Abstract
The overall purpose of this investigation was to identify variables meaningfully associated with mainstreaming success in science classes, across grade levels, and across categories of disability. Subsequent to 2 years’ collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were successfully included. Associated building and district-level practices were also examined. Evidence gathered included observational field notes, student and teacher products, videotaped records, curriculum materials, and interviews with students, teachers, and administrators. Seven variables were identified that were common to all settings and independent of grade level or disability category. Most of these served also to enhance the shared experience of all students in the science classes. Implications for mainstreaming and for science education are discussed.
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