UDL in the Middle School Science Classroom

TLDR

The study followed 57 middle‑school students with learning disabilities across a school year, alternating inclusive science units that used traditional curricula with units that incorporated video games and alternative print texts aligned to Universal Design for Learning guidelines. Video‑game and supplemental‑text units provided multiple representations and expressions, heightened engagement, but produced no significant differences in post‑test scores compared to peers or traditional units, indicating a need for alternative assessments and prompting discussion of practice implications.

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.