In order to make disabled students learn practical knowledge and technology used in daily life, and further to help them adapt to science technological age, much emphasis must be placed on the science education for disabled students who only have had limited experiences due to their disability. In addition, science education would make disabled students develop their ability to think and improve problem-solving ability. Nowadays inclusive classroom has become mainstream in special education. In the study, inquiry activity in materials used as a reference for the teachers in the primary inclusive classroom was analyzed. Every inquiry activity was divided into 3 levels because this material was made for disabled students grouped as 3 levels up to the assumption of learning ability. The analysis was conducted categorizing inquiry activities as 5 functions of basic inquiry process such as observation, classification, measurement, prediction and inference. And also categorized as 9 types of activity like searching, selection and writing, copying writing, writing, making an order, coloring, drawing a line, attaching a picture·copying drawing, etc. All of these were counted according to grade, unit, and level, and then they were compared to the analysis results of textbooks for non-handicapped students.
As a result, the composition of learning contents became simple, intuitional, and had more practical elements related to daily life in the activity for the lower intellectual level. While textbooks for the non-handicapped students require students to debate with friends, solve a problematic situation, the materials for inclusive class didn't contain any one of them. In order to make all students in the inclusive classroom get involved with their friends naturally through a science lesson without prejudice and also help disabled students to develop their ability to think and improve problem-solving ability, the design of learning material for inclusive class should be diversified and refined.