Universal Design for Learning Chemistry Instruction for Students with and without Learning Disabilities

Autor/inn/en	King-Sears, Margaret E.; Johnson, Todd M.
Titel	Universal Design for Learning Chemistry Instruction for Students with and without Learning Disabilities
Quelle	In: Remedial and Special Education, 41 (2020) 4, S.207-218 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519862608
Schlagwörter	Access to Education; Chemistry; Science Instruction; Students with Disabilities; Instructional Effectiveness; Team Teaching; Special Education; Student Characteristics; Learning Disabilities; High School Students; Demonstrations (Educational); Mnemonics; Self Management; Video Technology; Direct Instruction; Problem Solving + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Teamteaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; High school; High schools; Oberschule; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Mnemotechnik; Selbstmanagement; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Problemlösen
Abstract	Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers' scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described. (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	2024/1/01