Despite an increased national focus on science, technology, engineering, and mathematics (STEM) instruction, students with disabilities continue to struggle with STEM content at both the K-12 and postsecondary levels. As a result, very few students with disabilities pursue STEM careers. The universal design for learning (UDL) framework can be utilized to engage students and increase the usability of STEM curricular materials. Understanding efficacious instruction and assessment strategies can help teachers provide effective instruction for a wide range of learners.
This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms. Students' (N D 1153) tool use was monitored throughout the four-week curriculum to determine if there was a relationship between students' reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes. Students were grouped into three reading ability levels based on their performance on a standardized reading test. Findings from this study indicate that students who scored below the 50th percentile on the reading assessment utilized and benefited from the tools in highly similar ways. Implications and recommendations for instructional design research and practice are discussed.
This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed.
Evidence suggests that students with disabilities increasingly choose to participate in online courses at higher rates then other student populations. Research examining factors that influence the success of these students is inconclusive. This article addresses a national need for additional research by identifying challenges faced by special education teachers and students with learning disabilities in online environments; describing extant literature related to online learning and students with disabilities; and summarizing findings from a recent study that examined Universal Design for Learning (UDL) during synchronous lessons. The article concludes with interviews with leaders in virtual schools who bring to light the challenges and concerns facing the industry. Implications for professional development activities also are discussed.
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