Social justice has gained momentum over the past decades with a surge of attention since March 2020. Among many seeking social justice, individuals with disabilities often are forgotten or excluded. Students with disabilities consistently scored below students without disabilities, in all age categories, on the 2015 National Assessment of Educational Progress (NAEP) science assessment (National Center for Educational Statistics 2018). However, poor science achievement does not reflect on the capability of individuals with disabilities but rather on the need for accessible science content. Currently, 95% of students receiving services under the Individuals with Disabilities Education Act (IDEA) Part B are in the regular classroom setting for some portion of the day. With such high numbers of students with disabilities in regular classroom settings, science teachers need research-based and practiced information on accommodating students with varying abilities in the inquiry process. This article shares supports for inquiry which can be implemented for all students to varying degrees to increase accessibility and equity in inquiry-based practices.