Language Arts Common Core Curriculum.
Inquiry-Based Research
Research utilizing inquiry-based instruction has been found to be beneficial
(Wise, 1996). Studies have documented
increases in test scores, greater confidence, increases in learning, and ability to
overcome misconceptions (Geir, Blumenfeld, Max, Krajcik, Fishman, Soloway,
and Clay-Chambers, 2008; Brickman, Gormally, Armstron, & Hallar, 2009; Michael,
2006). Similar results have been found for
students with disabilities. Lynch, S., Taymans, J., Watson, W., Ochesendorf, R.,
Pyke, C., & Szesze, M. (2007) found that
inquiry-based instructional techniques were
beneficial for students with disabilities. Similarly, Mastropieri (2005) found that students
with disabilities benefit from an inquirybased instructional method in the science
curriculum. Inquiry-based instruction techniques can facilitate the efforts of regular
education teachers as well as specialists in
making appropriate modifications based
upon the needs of the student. Less behavior problems tend to result from the use of
this teaching process.
Wild and Paul (2012) reported that science
teachers utilized inquiry-based methodologies in
61.1% of the classrooms which contained visually
impaired students. Research on curriculums that
utilize inquiry-based methodologies have been
found to be beneficial for students with visual impairments (Erwin, Perkins, Ayala, Fine, & Rubin,
E, 2001; Wild & Trundle 2010a; 2010b; and Wild,
Hobson, & Hilson, 2012). While the number of
studies for students with visual impairments is
low, the benefits that have been reported support
the use of inquiry-based methods in the classroom.
11
