Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook.

2013 ◽  
Vol 105 (4) ◽  
pp. 1210-1225 ◽  
Author(s):  
Gabrielle Rappolt-Schlichtmann ◽  
Samantha G. Daley ◽  
Seoin Lim ◽  
Scott Lapinski ◽  
Kristin H. Robinson ◽  
...  
Keyword(s):  
Elementary School ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Science ◽  
Web Based ◽  
Elementary School Science ◽  
Design For Learning ◽  
Science Notebook

Universal Design for Learning and Differentiated Instruction in Physical Education

2019 ◽  
pp. 359-377 ◽  
Author(s):  
Mey A. van Munster ◽  
Laureen J. Lieberman ◽  
Michelle A. Grenier
Keyword(s):  
New York ◽  
Elementary School ◽  
Physical Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Curriculum ◽  
School Students ◽  
Design For Learning

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction—traditional curriculum with no differentiation in the program; (b) differentiated instruction—adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE.

scholarly journals Working smarter not harder: Inclusive lessons for middle school science

2020 ◽  
Author(s):  
◽  
Jana Baker
Keyword(s):  
Middle School ◽  
Content Analysis ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Strategy Instruction ◽  
School Science ◽  
Middle School Science ◽  
Science Class ◽  
Teaching Resources ◽  
Design For Learning

Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.

scholarly journals Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

2021 ◽  
Vol 6 ◽  
Author(s):  
Jennifer Yu ◽  
Xin Wei ◽  
Tracey E. Hall ◽  
Agatha Oehlkers ◽  
Kate Ferguson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
The Impact ◽  
Science Notebook

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.

Universal Usability and Universal Design for Learning

2020 ◽  
pp. 105345122096308
Author(s):  
Dave Edyburn
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Web Based ◽  
Essential Step ◽  
Universal Usability ◽  
Design For Learning

Universal design for learning (UDL) is a construct that first appeared in the literature approximately 20 years ago. Yet, there is little agreement about what UDL looks like in the classroom. The purpose of this article is to assist students, educators, and parents in identifying universal usability designs, behaviors, and tools that reflect the practice of UDL in the classroom. Three types of exemplars are highlighted: platform tools, web-based curricula, and embedded supports. It is argued that knowing what UDL looks like is an essential step in measuring the outcomes of UDL.

Depictions of Ethnicity and Gender in Elementary School Science Materials

2009 ◽  
Author(s):  
Erin Winterrowd ◽  
Silvia Canetto ◽  
April Biasiolli ◽  
Nazanin Mohajeri-Nelson ◽  
Aki Hosoi ◽  
...  
Keyword(s):  
Elementary School ◽  
School Science ◽  
Elementary School Science ◽  
And Gender ◽  
Ethnicity And Gender
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