Title

Udl In The Middle School Science Classroom: Can Video Games And Alternative Text Heighten Engagement And Learning For Students With Learning Disabilities?

Keywords

Learning disability; Science; Universal design for learning; Video games

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. © Hammill Institute on Disabilities 2013.

Publication Date

1-1-2014

Publication Title

Learning Disability Quarterly

Volume

37

Issue

2

Number of Pages

87-99

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0731948713503963

Socpus ID

84906655356 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84906655356

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