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Inclusive Education in Science Education

The purpose of this exploratory study was to investigate the extent to which science teachers use inclusive technologies in science classrooms. Participants for the study were 96 male and female science teachers from school districts in a midwestern state of the US. The results show that very few science teachers used technology for inclusive classrooms in science courses. In the study, one-third of teachers used and modeled either assistive or inclusive technology in science classrooms. Results indicate that science teachers need professional development due to lack of proper technology preparation, familiarity to inclusive technology. Findings in this study suggest that the extent science teachers use technology for inclusion in science classrooms needs to be addressed at teacher education levels including providing professional development courses on inclusiveness at school district levels. State standards should also discuss how inclusiveness must be addressed in the general education classrooms.