Universal Design in Science Learning
Science Teacher Volume 73, Number 3, ISSN 0036-8555
Creating inquiry- and standards-based science curricula that meet wide-ranging learner needs and preferences requires strategic planning and organization. The common practice of retrofitting or modifying existing instructional and curriculum materials to accommodate individual learner needs too often overshadows the concept of designing universal learning experiences, which aim to minimize the need for accommodations and modifications. Universal design is a framework for integrating flexible, usable, and accessible teaching and learning technologies with inquiry- and standards-based science curricula. This article presents an overview of how universal design and technology can advance science for all and provides scenarios of universal design in practice. (Contains 2 figures and 10 online resources.)
Curry, C., Cohen, L. & Lightbody, N. (2006). Universal Design in Science Learning. Science Teacher, 73(3), 32-37.
Cited ByView References & Citations Map
Elizabeth Dalton, Dalton Education Services International, United States; Susie Gronseth, University of Houston, United States; Cindy Anderson, Roosevelt University, United States; Kevin Anderson, Michigan State University, United States; Aashna Khurana, ASER Centre, Research Unit, Pratham Education Foundation, India
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2579–2581
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