UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?

Autor/inn/en	Marino, Matthew T.; Gotch, Chad M.; Israel, Maya; Vasquez, Eleazar, III; Basham, James D.; Becht, Kathleen
Titel	UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?
Quelle	In: Learning Disability Quarterly, 37 (2014) 2, S.87-99 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713503963
Schlagwörter	Access to Education; Science Instruction; Middle School Students; Learning Disabilities; Video Games; Learner Engagement; Printed Materials; National Competency Tests; Technology Uses in Education; Student Characteristics; Program Implementation; Faculty Development; Regression (Statistics); Statistical Analysis; Mixed Methods Research; Semi Structured Interviews; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students' performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed. (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	2017/4/10