Effect on Students’ Access and Knowledge Acquisition of a UDL (Universal Design for Learning)–Enhanced Watershed Curriculum: Large-Scale Study (Poster 2)

• In Event: Possibilities in Practice: Environmental and Sustainability Learning Across Contexts

Abstract

The Watershed Awareness using Technology and Environmental Research for Sustainability (WATERS) project developed and researched an accessible watershed curriculum for middle-level students utilizing the Universal Design for Learning (UDL) framework. Using a mixed methods-controlled research design to investigate how UDL enhancements support learners, twenty-nine teachers (N=21 experimental and N=8 control) implemented the curriculum with or without UDL enhancements. All students made statistically significant gains in watershed content knowledge. Special education students using the UDL enhancements exhibited statistically significant improvements in watershed content when compared to special education students in the control group without access to the UDL enhancements. To ensure equitable learning opportunities for all students, it is imperative to integrate UDL tools into science curricula.

Authors

• Nanette I. Marcum-Dietrich, Millersville University of Pennsylvania

• Cindy Stunkard, Kutztown University of Pennsylvania

• Steve Kerlin, Stroud Water Research Center

• Carolyn Staudt, Concord Consortium