Keywords
Middle school science, universal design for learning expression, technology tools, students with learning disabilities
Abstract
The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasiexperimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students’ inattentive behaviors decreased.
Notes
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Graduation Date
2013
Semester
Summer
Advisor
Dieker, Lisa
Degree
Doctor of Philosophy (Ph.D.)
College
College of Education and Human Performance
Department
Dean's Office, Education
Degree Program
Education; Exceptional Education
Format
application/pdf
Identifier
CFE0004840
URL
http://purl.fcla.edu/fcla/etd/CFE0004840
Language
English
Release Date
August 2013
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic
STARS Citation
Finnegan, Lisa, "Examining The Effect Of The Universal Design For Learning Expression Principle On Students With Learning Disabilities In Science" (2013). Electronic Theses and Dissertations. 2624.
https://stars.library.ucf.edu/etd/2624