Universal Design for Learning in Science

2nd International ConferenceEducation for AllWarsaw, PolandSeptember 23, 200917:00 – 17:30 PM

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Differentiated Instruction

Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances.

The differences among students are significant enough to make a major impact on what students need to learn, the pace at which they need to learn it, and the support they need from teachers and others to learn it well.

Students learn best when supportive adults push them slightly beyond where they can work without assistance.

Differentiated Instruction Con’t

The central job of schools is to maximize the capacity of each student.

Students learn best when they can make a connection between the curriculum and their interests and life experiences.

Students are more effective learners when classrooms and schools create a sense of community in which students feel significant and respected.

Tomlinson, C. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership 58(1): 6-11.

In science classrooms, students with disabilities performed better and enjoyed school more when teachers:

Provided multiple exposures to new terms and concepts (Wood, 1990).

Adjusted assignments and acquired alternative resources (Lawrence, 1988).

Allowed students opportunities for exploration using heterogeneous cooperative groups (Krashen, 1994).

Used projects, drawings, labeled diagrams, and posters in assessment (Hansen, 2006).

Made carefully designed adaptations in the general education setting, rather than relying on pull-out programs (Stainback, Stainback, and Stefanich, 1996).

In science classrooms, all students performed better and enjoyed school more when teachers:

Employed hands-on, experiential learning in an informal, flexible learning environment (Gilliland, 1999 and Simpson, 2002).

Employed collaborative processes where students were given opportunities to work together (Hilberg & Tharp, 2002).

Incorporated games (Curtin, 2006). Brought in visual aids or models whenever possible

(Riding and Rayner, 1998). Provided the necessary supports for success and held

high expectations (Curtin, 2006).

STEM Careers for Persons with Disabilities

Approximately 70% of persons with disabilities are underemployed or unemployed.

About a third (31%) of scientists and engineers whose disability occurred at age 25 or older were out of the labor force.

About 6% of scientists and engineers whose disability occurred before age 25 were unemployed.

High School Students with Disabilities are Less Likely than Non-Disabled Peers to Complete Math and Science Curriculum Factors include:

Placement in special education classrooms with inferior instruction

Shortage of teachers who are well prepared in mathematics and science

Students self-reports that regular education teachers discourage their participation in STEM because of disability

Accommodations

Academic Tailored homework Extra laboratory time outside of school day Physical accommodations allowing participation Assistive technologies Don’t assume Be flexible

Accommodations

Emotional Become aware of the effect of medications Vulnerability to stress Need for social supports Consistency and clear expectations Detect and respond to body language Provide a convenient outlet Avoid public confrontation

Universal Design Examples

Resources that Improve Student Access to Observation and Data Collection

www.vernier.com

www.proscopehr.com

Interactive Whiteboards

AccessSCOPE

(AcessSCOPE, Purdue University, NSF-HRD-0533124)

Tactile Biology Models

(Mary A. Moriarty, Springfield Technical Community College, MA, NSF-HRD-0004326)

Hand-Held Immersible Light Sensor

(ILAB, Pennsylvania State University, NSF-HRD-0435656)