UDL Solutions for Common Science Barriers

Autor/inn/en	Kohnke, Shalece; Patterson, Michelle S.; Moehlmann, Rebecca
Titel	UDL Solutions for Common Science Barriers
Quelle	In: Science Teacher, 89 (2022) 6, S.29-33 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Access to Education; Barriers; Science Education; Science Instruction; Instructional Design; Guidelines; Science Teachers; Teaching Methods; High School Teachers; Secondary School Science + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule
Abstract	Universal Design for Learning (UDL) provides a framework, based in brain research, to design instruction around the needs of all learners. By considering the UDL principles as educators design science instruction, they can proactively address how to engage students, how to make content accessible, and how to provide options for students to demonstrate learning. The authors provide a visual representation of the UDL principles divided into guidelines, with specific checkpoints to guide instruction; a quick reference guide to the barriers to science instruction, corresponding UDL checkpoint, and strategies; and introduce hypothetical scenarios where teachers encounter the barriers and use UDL principles to find solutions. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01