Engaging Students With Disabilities in Universally Designed Science Education: An Inclusive Conceptual Framework for Educators

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Accessible Instruction and Universal Design for Learning: Research and Practice

Abstract

Teachers’ perceptions of disability and their classroom practices shape students’ access to the curriculum impacting their academic and social outcomes. Underrepresentation of diverse students in STEM underscores the need for inclusive teaching practices in science education. In this article, we offer a three-part framework combining inclusive philosophy, NGSS science and engineering practices, and Universal Design for Learning. This framework was informed by the needs of teachers in a districtwide case study where themes were identified around attitudinal barriers and a lack of preparedness in implementing inclusive practices. Science teachers can use these practices to universally design instruction, improve interest in STEM, and level the science learning field. We provide visuals and tools to support the implementation of these practices.

Authors

• Latifa Sebti, Rowan University

• Michelle L. Damiani, Rowan University