Universal Design in Chemistry: Performance of Students With and Without Disabilities

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-8 - Special Education Research SIG: Academic Interventions and Outcomes

Abstract

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 (IDEAS); (b) multimedia lessons; (c) procedural facilitators; and (d) student workbooks. All students completed a pre-test, post-test, and a four-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 disaggregating data for students with and without disabilities for UDL interventions, and refinements for UDL interventions that benefit students with and without disabilities.

Authors

• Peggy King-Sears, George Mason University

• Todd Michael Johnson, George Mason University

• Sheri Berkeley, George Mason University

• Margaret Weiss, George Mason University

• Erin E. Peters Burton, George Mason University

• Anya S. Evmenova, George Mason University

• Anna Menditto, George Mason University

• Jennifer Hursh, Fairfax County Public Schools