Science and Students with Mild Disabilities

Abstract

This article presents a framework for science programming at the elementary school level by incorporating the principles of universal design. Adherence to the principles of universal design shows promise for (a) increasing access to the general education curriculum, (b) enhancing student progress in science, and (c) framing the general education curriculum to make it more appropriate for students with disabilities (Orkwis, 1999). Five models of elementary school science are reviewed, with an emphasis on the principles of universal design: spiral, intensified, theme-based, integrated, and multiple-option. The multiple-option curriculum as exemplified by Science for All Children both meets the criteria and expands on the principles of universal design.

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