This research study involved the use of participatory action research to examine perspectives of a group of special education teachers regarding the feasibility of implementing inquiry-based teaching strategies with students who have disabilities in the social studies classroom. The study occurred at a therapeutic day school catering to students with disabilities. The participants included five special educators, the researcher (also their supervisor and the school's principal), and an instructional coach. Working collaboratively, the participants investigated and devised a framework incorporating elements essential for their unique learners. Findings derived from two focus group interviews, evaluation of existing implementation, classroom observations, and collection of lesson plans. The data analysis revealed four key themes: (a) tailored instructional strategies, (b) student skill deficits, (c) student agency, and (d) time and space for professional learning. Further research is required to enhance the generalizability of the findings and focus specifically on the academic progress and growth of students with disabilities through inquiry-based instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]