UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?

    Authors

    M. T. Marino; C. M. Gotch; M. Israel; E. Vasquez; J. D. Basham;K. Becht

    Comments

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    Abbreviated Journal Title

    Learn. Disabil. Q.

    Keywords

    learning disability; science; Universal Design for Learning; video games; UNIVERSAL DESIGN; TECHNOLOGY; Education, Special; Rehabilitation

    Abstract

    This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students' performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed.

    Journal Title

    Learning Disability Quarterly

    Volume

    37

    Issue/Number

    2

    Publication Date

    1-1-2014

    Document Type

    Article

    Language

    English

    First Page

    87

    Last Page

    99

    WOS Identifier

    WOS:000339592900004

    ISSN

    0731-9487

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