An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities

Autor/inn/en	King-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C.
Titel	An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities
Quelle	In: Learning Disability Quarterly, 38 (2015) 2, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714564575
Schlagwörter	Chemistry; High School Students; Team Teaching; Secondary School Science; Pretests Posttests; Interaction; Disabilities; Equal Education; Comparative Analysis; Experimental Groups; Control Groups; Self Management; Multimedia Instruction; Workbooks; Video Technology; Regular and Special Education Relationship; Educational Technology; Likert Scales; Intervention; Kaufman Test of Educational Achievement; Stanford Binet Intelligence Scale; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teamteaching; Interaktion; Handicap; Behinderung; Selbstmanagement; Multimediales Lernen; Arbeitsbuch; Unterrichtsmedien; Likert-Skala; Schulleistung; Test
Abstract	In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a mnemonic, IDEAS) for the multi-step mole conversion process; (b) multi-media lessons with narration, visuals, and animations; (c) procedural facilitators with IDEAS for conversion support; and (d) student workbooks mirroring video content and containing scaffolded practice problems. All students completed a pre-test, post-test, and a 4-week delayed post-test. There were no significant differences between conditions; however, there was an interaction effect between students with and without disabilities for post-tests. Social validity indicated students found IDEAS helpful. Implications for future research include continued focus on disaggregated learning outcomes for students with and without disabilities for UDL interventions, and refinements for UDL interventions that benefit students with and without disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01