Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

References

• Bae, Y., Hand, B. M., & Fulmer, G. W. (2022). A generative professional development program for the development of science teacher epistemic orientations and teaching practices. Instructional Science. https://doi.org/10.1007/s11251-021-09569-y
   Web of Science ®Google Scholar
• Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the national longitudinal transition study. Exceptional Children, 62(5), 39–414. https://doi.org/10.1177/001440299606200502
   Web of Science ®Google Scholar
• Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between childcare quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176. https://doi.org/10.1016/j.ecresq.2009.10.004
   Web of Science ®Google Scholar
• Chanlen, N. (2013). Longitudinal analysis of standardized test scores of students in the science writing heuristic approach (Publication No. 3608206) [Doctoral dissertation, University of Iowa]. ProQuest Dissertations.
   Google Scholar
• Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75–87. https://doi.org/10.1177/0731948718823080
   Web of Science ®Google Scholar
• Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C., & Filges, T. (2021). The effects of inclusion on academic achievement, socioemotional development, and wellbeing of children with special educational needs. Campbell Systematic Reviews, 17(2), 1–44. https://doi.org/10.1002/cl2.1170
   Google Scholar
• De La Paz, S., Levin, D. M., & Butler, C. (2023). Addressing an unfulfilled expectation: Teaching students with disabilities to write scientific arguments. Written Communication, 40(2), 448–481. https://doi.org/10.1177/07410883221149093
   Web of Science ®Google Scholar
• Ford, K. L., Cabell, S. Q., Konold, T. R., Invernizzi, M., & Gartland, L. B. (2013). Diversity among Spanish-speaking English language learners: Profiles of early literacy skills in kindergarten. Reading and Writing, 26(6), 889–912. https://doi.org/10.1007/s11145-012-9397-0
   Web of Science ®Google Scholar
• Gellert, A. S., & Elbro, C. (2017). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from kindergarten through grade 1. Journal of Learning Disabilities, 50(3), 227–237. https://doi.org/10.1177/0022219415609185
   PubMed Web of Science ®Google Scholar
• Gilmour, A. F. (2020). Teacher certification area and the academic outcomes of students with learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 54(1), 40–50. https://doi.org/10.1177/0022466919849905
   Web of Science ®Google Scholar
• González-Valenzuela, M. J., & Martín-Ruiz, I. (2017). Effects on reading of an early intervention program for children at risk of learning difficulties. Remedial and Special Education, 38(2), 67–75. https://doi.org/10.1177/0741932516657652
   Web of Science ®Google Scholar
• Guralnick, M. J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22(1), 70–86. https://doi.org/10.1177/105381519902200107
   Web of Science ®Google Scholar
• Hand, B., Chen, Y. C., & Suh, J. K. (2021). Does a knowledge generation approach to learning benefit students? A systematic review of research on the science writing heuristic approach. Educational Psychology Review, 33(2), 535–577. https://doi.org/10.1007/s10648-020-09550-0
   Web of Science ®Google Scholar
• Hand, B., & Keys, C. (1999). Inquiry investigation. The Science Teacher, 66(4), 22–29.
   Google Scholar
• Hoover, H. D., Dunbar, S. B., & Frisbie, D. A. (2007). Iowa test of basic skills (Form C) (Test description). Riverside.
   Google Scholar
• Hornby, G. (2021). Are inclusive education or special education programs more likely to result in inclusion post-school? Education Sciences, 11(6), 304. https://doi.org/10.3390/educsci11060304
   Web of Science ®Google Scholar
• Iowa Assessments. (2015). Research and development guide: Forms E and F. Houghton Mifflin Harcourt.
   Google Scholar
• Karaer, G., Hand, B., & French, B. F. (2024). Examining the impact of science writing heuristic (SWH) approach on development of critical thinking, science and language skills of students with and without disabilities. Thinking Skills and Creativity, 51, 101443. https://doi.org/10.1016/j.tsc.2023.101443
   Web of Science ®Google Scholar
• Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Badar, J., Felder, M., & Hallenbeck, B. A. (2021). Special education policy prospects: Lessons from social policies past. Exceptionality, 29(1), 16–28. https://doi.org/10.1080/09362835.2020.1727326
   Web of Science ®Google Scholar
• Kim, S. H., Bal, V. H., & Lord, C. (2018). Longitudinal follow-up of academic achievement in children with autism from age 2 to 18. Journal of Child Psychology and Psychiatry, 59(3), 258–267. https://doi.org/10.1111/jcpp.12808
   PubMed Web of Science ®Google Scholar
• Lamb, R. L., & Etopio, E. (2019). Virtual reality simulations and writing: A neuroimaging study in science education. Journal of Science Education and Technology, 28(5), 542–552. https://doi.org/10.1007/s10956-019-09785-9
   Web of Science ®Google Scholar
• López-Escribano, C., & Beltrán, J. A. (2009). Early predictors of reading in three groups of native Spanish speakers: Spaniards, Gypsies, and Latin Americans. The Spanish Journal of Psychology, 12(1), 84–95. https://doi.org/10.1017/S1138741600001505
   PubMed Web of Science ®Google Scholar
• Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
   Web of Science ®Google Scholar
• McDermott, M. A. (2009). The impact of embedding multiple modes of representation on student construction of chemistry knowledge (Publication No. 3356266) [Doctoral dissertation, University of Iowa]. ProQuest Dissertations.
   Google Scholar
• McKenna, J. W., Solis, M., Brigham, F., & Adamson, R. (2019). The responsible inclusion of students receiving special education services for emotional disturbance: Unraveling the practice to research gap. Behavior Modification, 43(4), 587–611. https://doi.org/10.1177/0145445518762398
   PubMed Web of Science ®Google Scholar
• Neal, T. A. (2017). The impact of argument-based learning environments on early learners’ multimodal representations (Publication No. 10263161) [Doctoral dissertation, University of Iowa]. ProQuest Dissertations.
   Google Scholar
• Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academy Press.
   Google Scholar
• Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344–356. https://doi.org/10.1177/1053815111430094
   Web of Science ®Google Scholar
• Partanen, M., & Siegel, L. S. (2014). Long-term outcome of the early identification and intervention of reading disabilities. Reading and Writing, 27(4), 665–684. https://doi.org/10.1007/s11145-013-9472-1
   Web of Science ®Google Scholar
• Phelps, L. A., & Hanley-Maxwell, C. (1997). School-to-work transitions for youth with disabilities: A review of outcomes and practices. Review of Educational Research, 67(2), 197–226. https://doi.org/10.3102/00346543067002197
   Web of Science ®Google Scholar
• Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1–14. https://doi.org/10.1080/08856257.2014.933550
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416. https://doi.org/10.1177/001440290707300401
   Web of Science ®Google Scholar
• Stanley, C. T., Petscher, Y., & Catts, H. (2018). A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing, 31, 133–153. https://doi.org/10.1007/s11145-017-9777-6
   Web of Science ®Google Scholar
• Sucuoğlu, B., Bakkaloğlu, H., & Demir, S. (2020). Beneficial effects of inclusive preschools on the home environments of young children with and without disabilities. Early Child Development and Care, 190(10), 1497–1511. https://doi.org/10.1080/03004430.2018.1539842
   Web of Science ®Google Scholar
• Swartz, S. L., Shook, R. E., & Klein, A. F. (2003). California early literacy learning. Foundation for California Early Literacy Learning.
   Google Scholar
• Syriopoulou-Delli, C., & Gkiolnta, E. (2021). Robotics and inclusion of students with disabilities in special education. Research, Society and Development, 10(9), e36210918238. https://doi.org/10.33448/rsd-v10i9.18238
   Google Scholar
• Taylor, J. C., Stocker, J. D., Starlette, M. S., Therrien, W., & Hand, B. (2024). The effects of science inquiry on engagement for elementary students with disabilities. School Science and Mathematics, 1–15. https://doi.org/10.1111/ssm.12637
   Web of Science ®Google Scholar
• Taylor, J. C., Therrien, W. J., Kaldenberg, E., Watt, S., Chanlen, N., & Hand, B. (2012). Using an inquiry-based teaching approach to improve science outcomes for students with disabilities: Snapshot and longitudinal data. Journal of Science Education for Students with Disabilities, 15(1), 27–39. https://doi.org/10.14448/jsesd.04.0003
   Google Scholar
• Titley, J. E., D’Amato, R. C., & Koehler-Hak, K. M. (2014). Utilizing teacher ratings of student literacy to identify at-risk students: An analysis of data from the early childhood longitudinal study. Contemporary School Psychology, 18(1), 59–68. https://doi.org/10.1007/s40688-013-0005-3
   Google Scholar
• van der Leij, A., Van Bergen, E., van Zuijen, T., De Jong, P., Maurits, N., & Maassen, B. (2013). Precursors of developmental dyslexia: An overview of the longitudinal Dutch dyslexia programme study. Dyslexia, 19(4), 191–213. https://doi.org/10.1002/dys.1463
   PubMed Web of Science ®Google Scholar