Inclusive Science Education: Removing the Barriers to Science Teaching and Learning
Category: Publication
Keywords: Science Education, Inclusive Education, Teacher Practices, Teachers Professional Development, Teacher preparation, Learning Environments
This Research Topic focuses on making inquiry-based science education genuinely inclusive for all learners, including students with disabilities, multilingual learners, and those historically marginalized. It centers on how teachers and schools can use frameworks like Universal Design for Learning (UDL), differentiation, multimodal and technology‑enhanced supports, and accessibility standards (e.g., WCAG 2.2 A/AA) to design, implement, and sustain science learning that removes, rather than reproduces, barriers. Contributions span teacher preparation and self‑efficacy, curriculum and classroom adaptations, digital resource design, and empirical or conceptual work on inclusive pedagogical practices in science.
Initiator(s):
FRONTIERS Journal
Deadline: 31.08.2026
Language(s): English
Publication-Type: Article / Journal
Post created by: Virginia Signorini