Affiliation:
1. University of Illinois Chicago, USA
Abstract
This chapter presents a theory of design-based inclusive science (DISc) to help science teachers and researchers navigate how to explicitly design for all body-mind-spirits in the room. First, it outlines the background of design-based research, and then it describes the affordances and limitations among these approaches. The chapter then describes the lacking inquiries on disabled students in science education around justice and describes the importance of teachers to see themselves, and be seen, as designers.