“You Don't Have to be Sighted to be a Scientist, Do You?” Issues and Outcomes in Science Education

Abstract

This qualitative study explored the issues and outcomes associated with implementing Playtime Is Science for Students with Disabilities, a curriculum and materials that were modified for students who were visually impaired. It found several student-related outcomes, such as persistence, positive peer-related skills, risk taking, and making meaningful connections about the world, and themes regarding implementation of the curriculum, such as teachers’ interest level, issues associated with power, and how teachers supported students’ learning.