Designing Inclusive Science Activities and Embedding Individualized Instruction

119 Vol. 23, No. 3, September 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250619833988 DOI: 10.1177/1096250619833988 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Ms. Cami is a teacher in an inclusive preschool classroom. She carefully plans developmentally appropriate activities to meet her state’s early learning standards and to embed instruction on children’s individualized goals. She has recently realized that she does not provide many activities in her classroom related to science. She wonders how she can provide high-quality science experiences in her classroom and include all children in these activities.