A qualitative study of children's museums' successful inquiry-based learning environments is described, focusing on four students with various exceptional learning needs. Benefits for the students in terms of scaffolded instruction, meaningful and contex-tualized activities, self-regulated learning, the establishment of learning communities, play, and parental involvement are noted. A discussion of the generalization of learning to the classroom and of positive attitudes and children's museums as inclusive, supplemental environments is included, Implications for future practice involve school-museum partnerships and individualized programming for all learners. Reprinted by permission of the publisher.
Rapp, Whitney (2005). "Inquiry-based environments for the inclusion of students with exceptional learning needs." Remedial and Special Education 26.5, 297-310.
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Originally published in Remedial and Special Education, SAGE Publications.