Dr. Jennifer C Stark

The focus of this workshop is the Universal Design for Learning (UDL) framework, which provides guidance for embedding evidence-based instructional practices to reduce barriers to learning for the widest range of learners, including students with disabilities and English Learners (CAST, 2018). Although the proactive use of the UDL framework to plan instruction is specifically recommended for supporting the science learning of students with disabilities (NGSS Lead States, 2013), UDL is not comprehensively addressed in many general pre-service teacher education programs (Lowrey, Classen & Sylvest, 2019; Vitelli, 2015), and pre-service teachers may not take what they have learned about UDL and successfully apply it to planning science instruction (Kahn, Pigman & Ottley, 2017). They require specific opportunities to deepen their understanding of UDL and apply it within the context of teaching science (Grande & Whalen, 2017).

Additionally, in-service science teachers continue to report feeling underprepared to teach students with disabilities (Kahn & Lewis, 2014). Yet the number of students with disabilities who spend 80% or more of their time in general education classrooms, as well as the number of students identified as English Language Learners has continued to rise over the past decade (NCES, 2020). The workshop contributes to addressing the acute need for improved inclusive science teacher education by supporting the professional learning of science teacher educators.

This workshop specifically focuses on strategies for integrating UDL as a topic into elementary and secondary science methods courses by experiencing model learning activities. Specifically, the objectives of the workshop are to describe possible strategies for integrating UDL as a topic into elementary & secondary science methods courses, and to identify and address common barriers to teacher candidates’ learning about UDL. Workshop activities include a pre-assessment of UDL knowledge, knowledge building and application tasks, debriefing discussions and resource sharing.