Text Versus Hands-On Science Curriculum

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Abstract
This paper describes recent educational reform efforts in science education and their potential impact on students with disabilities. An analysis of the curriculum in science education in four school districts from four different states is presented. Two districts employ a content approach using textbooks as the dominant instructional medium, while the other two districts employ a hands-on approach using manipulative activities and thematic units. Comparisons are made within and across the activities-oriented and textbook approaches. Implications for students with disabilities are discussed.