Inquiry-Based Environments for the Inclusion of Students With Exceptional Learning Needs

Abstract

A qualitative study of children's museums' successful inquiry-based learning environments is described, focusing on four students with various exceptional learning needs. Benefits for the students in terms of scaffolded instruction, meaningful and contextualized activities, self-regulated learning, the establishment of learning communities, play, and parental involvement are noted. A discussion of the generalization of learning to the classroom and of positive attitudes and children's museums as inclusive, supplemental environments is included. Implications for future practice involve school—museum partnerships and individualized programming for all learners.

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