This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping children of all abilities. Through the use of implicit and explicit language with active, social, hands-on inquiry related to science concepts and procedures children can construct new knowledge that leads to a firmer understanding of the world in which they live. The chapter demonstrates how children of all backgrounds and needs can work with others through their own investigations, and the guidance of an educator to develop, implement and present findings of scientific investigations that also develop literacy skills. The chapter also addresses the professional responsibility of educators to acknowledge and respect individual curiosity, growth, culture and diversity to plan thoughtfully, to use science language that is acceptable and understandable for children of different abilities and enhance scientific knowledge and literacy through the use of literature that evokes the sense of wonder within the children.
Blake, E. and Roberts, P. (2017), "Encouraging Literacy through Inclusive Science Investigations: How a Sense of Wonder Can Cater for Diversity", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Bingley, pp. 195-212. https://doi.org/10.1108/S1479-363620170000011013
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