摘要：The National Research Council (1996), the American Association for the Advancement of Science (1993) and the National Science Teachers Association (2004) all posit that quality science instruction for all students is imperative in promoting scientific literacy that extends into adulthood. Hands-on, inquiry based experiences are effective means of instruction for all students, but such experiences are critical in creating meaningful experiences in science for students with special learning needs. This article addresses common challenges to implementing quality science experiences within the special education classroom, together with methods for overcoming these challenges.
