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Understanding STEM Education and Supporting Students through Universal Design for Learning
... В последните години, се търсят нови педагогически методи и подпомагащи технологии в образователния процес и социално включване на деца с разстройства от аутистичния спектър (РАС), тъй като техния брой нараства. Докато през 1990г около 1 на 10 000 деца са засегнати от РАС и учениците с аутизъм са изключени от общото образование [13], [17], днес разпространението на РАС достига 1 на 100 деца, според СЗО [18] и повечето от тях посещават общообразователни училища. Включването на ученици с РАС наравно с техните връстници в норма (с подкрепата на специализиран помощен персонал) дава много добри резултати за тяхното развитие [13], [17], [19], [20]. ...
... Докато през 1990г около 1 на 10 000 деца са засегнати от РАС и учениците с аутизъм са изключени от общото образование [13], [17], днес разпространението на РАС достига 1 на 100 деца, според СЗО [18] и повечето от тях посещават общообразователни училища. Включването на ученици с РАС наравно с техните връстници в норма (с подкрепата на специализиран помощен персонал) дава много добри резултати за тяхното развитие [13], [17], [19], [20]. Разстройствата от аутистичния спектър (РАС) представляват група от нарушения в развитието [3], [13]. ...
... Това се дължи на факта, че хората с РАС притежават силно развити умения за систематизиране на информация [12], за стъпково изпълнение на задачи, могат лесно да запаметяват и рецитират списъци и формули, да извършват сложни изчисления на ум [13] и да проявяват високо ниво на работоспособност. Въпреки, че много хора с РАС притежават тези качества, които са ценени в кариерното развитие, те изпитват трудност да се реализират на трудовия пазар [17], [23]. Това в голяма степен се дължи затрудненията, които те изпитват при общуване [12], при изпълнение на задачи свързани с творческо и интердисциплинарно мислене, работа в екип и решаване на проблеми [17]. ...
The aim of this paper is to identify several promising practices from the scientific literature of using 3D Printing technology in education for students with Autistic Spectrum Disorder (ASD). Such practices could contribute to the learning, social integration and wellbeing of this group of students. In order to achieve this goal, three research questions are defined. More than 50 relevant articles drawn from Google Scholar and Science Direct are reviewed and 25 of them are selected for analyzing the best practices. 7 of them were identified as fully meeting the study criteria. The analysis is made on the basis of criteria like: type of research, target groups, observed results and challenges as well as used 3D printing technology and software. As a result of this analysis, the answers to the research questions were given in order to define the most efficient practices regarding the application of 3D printing in education of people with ASD.
... Universal Design for Learning (UDL) is a proactive approach to designing classroom instruction that provides multiple means of engagement (i.e., the WHY of learning), representation (i.e., the WHAT of learning), and action and expression (i.e., the HOW of learning; CAST, 2018). This approach is critical for ensuring the success of all students in an inclusive classroom by addressing diverse learning needs and removing barriers (Basham et al., 2020;Basham & Marino, 2013;Marino et al., 2021). Additionally, the National Education Technology Plan (NETP) recognizes UDL as a key strategy for addressing the digital access, design, and use divides (Center for Innovation, Design, and Digital Learning, 2024). ...
... Integrating AI with UDL principles enhances inclusivity and accessibility in education. By personalizing learning experiences and addressing diverse student needs, this approach would particularly benefit students with disabilities in STEM fields and improve academic outcomes through AI-based assignments with UDL options (Basham & Marino, 2013;Hyatt & Owenz, 2024;Izzo, 2012;Mrayhi et al., 2023;Roshanaei et al., 2023;Saborío-Taylor & Rojas-Ramírez, 2024;Song et al., 2024;Southworth et al., 2023). ...
Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.
... In general, the UDL is a promising strategy to support students with disabilities, which emphasizes multiple ways of presenting the curriculum to involve all students (Basham & Marino, 2013), therefore, the fundamental premise is that spaces, products and other elements or processes should be designed so that the maximum number of people can use them without modification. In this context, universities have an obligation to serve all students, regardless of their personal characteristics or conditions, where the same opportunities must be offered to cater to the diversity of students (Dí ez Villoria & Sá nchez Fuentes, 2015). ...
Learning involves an important challenge, in which unnecessary barriers must be eliminated, without eliminating the necessary challenges. In that sense, it is universal learning design (UDL) that encourages the creation of flexible designs that provide effective instruction to all learners. This descriptive study compares the self-perception of the UDL among young university students studying in professional programs in the area of educational sciences at a private university according to the professional program, gender and training received. Participated 271 university students in professional programs in the area of Educational Sciences, whose age range was between 20 and 30 years old. The professional programs of Physical Education, English, Science, Mathematics, Special Education, Basic Pedagogy, Language and Preschool Education were included. Self-perception of Universal Design for Learning (UDL) was measured through the Survey technique, using as an instrument the questionnaire proposed by Sánchez-Fuentes, Castro Durán, Casas Bolaños, & Vallejos Garcías (2016), which has 25 questions and includes the three principles of the UDL. The results showed that the students in the preschool program reflected higher average values than their counterparts in other professional programs (83.6±12.2 points), followed by special education (60.4±9.8 points) and language (60.8±6.6 points) (p<0.05). Female students reflected higher self-perception (59.3±8.9 points) than male students (51.8±11.4 points). Students who have received training in UDL have higher average values (61.75±11.63 points) in relation to those who did not receive training (57.65±12.52 points) (p<0.05). Students in the preschool education program, as well as those who received training and women in general, have reflected a better self-perception in UDL in relation to their counterparts. These results suggest the implementation of programs and educational resources to improve the perception of UDL, especially among men.
... Guided by the Universal Design for Learning (UDL) framework (CAST, 2024), which outlines the principles of providing multiple means of engagement, representation, and action and expression, research has suggested specific pedagogical strategies to meet the individual needs of all children (Wade et al., 2023). For example, Basham and Marino (2013) recommended planning inclusive preschool STEM instruction with clear goals, flexible teaching approaches, and continuous progress monitoring. Hardy and Hemmeter (2020) suggested incorporating hands-on exploration activities to promote engagement and providing materials and activities that support diverse ways of access and participation. ...
Young children are natural scientists, exploring the world around them from infancy. While early childhood classrooms abound in opportunities to integrate Science, Technology, Engineering, and Math (STEM), early educators need to intentionally design and implement accessible learning experiences so that all children can develop STEM knowledge and skills. As such, it is essential to understand teachers’ perspectives toward STEM instruction in their everyday classroom practice. Guided by the integrated STEM framework, we examined eight preschool teachers’ STEM teaching practices through in-depth interviews. We present themes related to teachers’ implementation of transdisciplinary, interdisciplinary, and independent exploratory STEM teaching approaches, their observations of both STEM-specific and non-STEM-specific learning outcomes, strategies teachers employed to create equitable and inclusive STEM learning experiences, and their orientation and confidence toward teaching STEM. This study contributes to the literature by exploring the realities of integrated STEM teaching and learning in everyday preschool settings and offering insights into better supporting teachers in this area.
... Incorporating technology into instruction offers new avenues for engaging special education students and enhancing their comprehension of mathematical concepts. By integrating technology tools such as interactive simulations and virtual manipulatives, instructors can provide personalized learning experiences that cater to students' individual needs and preferences (Basham & Marino, 2020). ...
This capstone research project focused on developing and implementing an instructional intervention to support special education students in comprehending and solving systems of equations. The problem addressed the challenges faced by special education students in mastering mathematical concepts, particularly systems of equations. The research questions explored the effectiveness of the instructional intervention in improving students' understanding and mastery of systems of equations. The project utilized a 5-day instructional unit, differentiated instruction strategies, and various teaching methods, including substitution, elimination, and graphing, to facilitate learning. Participants included special education students in a school setting. Data collection involved pre and post-assessment tests, observations, and student feedback. The study concluded that the instructional intervention positively impacted students' ability to solve systems of equations, highlighting the importance of tailored instruction for special education students in mathematics.
... Recent efforts illustrate the application of UDL guidelines and checkpoints for a range of purposes, including designing for learning processes, testing accommodations, technologybased applications, accessibility considerations, and similar design and planning considerations for overall instruction (Delaney & Hata, 2020;Gronseth, 2018;Rao et al., 2021). In the area of technology development for struggling learners, several empirical studies have utilized principles and the associated guidelines and checkpoints of the UDL framework as the foundational design of technology tools for the K-12 classroom (Basham & Marino, 2013;Gronseth & Hutchins, 2020;Marino et al., 2014). It is important to note that the UDL framework consists of multiple checkpoints and guidelines that may make it difficult to apply the full framework into technology development. ...
Virtual Reality (VR) and immersive instruction hold great promise to alter instruction for students with autism spectrum disorder (ASD). Yet, the voices of the direct users (e.g., the teachers and students) are often underutilized or not at all utilized in the creation of educational applications, particularly in the field of VR. The purpose of this study was to understand how teachers and students understand the design elements of future VR educational environments. We conducted interviews with middle school teachers of students with ASD and middle school students with ASD to understand the varying preferences of features and functions as future users of VR in their classrooms. Data analysis revealed three primary themes, engagement, motivation, and navigation, were crucial regarding the design and experience of virtual environments for the participants. Overall, we conclude and discuss that aligning the design of educational technology experience with the perspectives of direct users and aligning with elements of a research-based framework of UDL seems to offer great promise to improving future virtual experiences and student outcomes.
Meslek Lisesi Öğrencilerine STEM Bilgilendirilmesinin Yapılması ve Bu Bilgilendirmenin Mesleki Gelişim Kazanımları Üzerinden İncelenmesi: Sıra Tasarımı ve Öğrenci Görüşleri
Bu çalışmanın amacı, Sürdürülebilir Kalkınma Amaçları (SKA) kapsamında STREAM (Fen, Teknoloji, Okuma-Anlama, Sanat ve Matematik) yaklaşımına yönelik bir öğretim tasarımı geliştirmek için fen bilimleri öğretmenlerinin görüşlerini belirlemektir. Çalışma, temel yorumlayıcı nitel araştırma desenine uygun olarak yürütülmüştür. Çalışma grubu, amaçlı örnekleme yöntemlerinden biri olan kolay ulaşılabilir örnekleme yöntemi ile belirlenen 27 fen bilimleri öğretmeninden oluşmaktadır. Veri toplama sürecinde “Fen Bilimleri Öğretmenleri Görüş Formu” kullanılmıştır. Toplanan veriler, içerik analizi yöntemiyle MAXQDA programında analiz edilmiştir. Verilerin geçerlik ve güvenirliği için katılımcı teyidi, üçüncü bir uzman tarafından incelenme, veri toplamak için uygun ortam oluşturma, veri toplama süreçlerinin detaylı anlatımı ve doğrudan alıntılara yer verme gibi önlemler alınmıştır. Bulgular incelendiğinde, öğretmenlerin sürdürülebilir kalkınmaya ilişkin görüşlerinin "sürdürülebilir kalkınmanın tanımı", "sürdürülebilir kalkınma amaçları", "sürdürülebilir kaynak kullanımı" ve "sürdürülebilir kalkınma hedeflerinin önemi" olmak üzere dört temada toplandığı belirlenmiştir. STREAM yaklaşımına ilişkin öğretmen görüşleri “disiplinler arası yaklaşım”, “genişletilmiş STEM/STEAM yaklaşımı”, “disiplinler üstü yaklaşım” ve “beceriler” temalarında toplanmıştır. Sürdürülebilir kalkınma amaçları ve STREAM yaklaşımı arasındaki ilişki hakkında öğretmen görüşleri incelendiğinde “eğitim ortamında birleştirme”, “farkındalık” ve “uygulama ve projeler” temaları ortaya çıkmıştır. Sürdürülebilir kalkınma hedefleri kapsamında STREAM yaklaşımına yönelik bir öğretim tasarımı geliştirme hakkında öğretmen görüşleri incelendiğinde ise “dikkat edilecek noktalar”, “model, konular, disiplinler ve beceriler”, “katkı ve zorluklar” temaları ortaya çıkmıştır. Fen bilimleri öğretmenlerinin sürdürülebilirliğin önemini vurgulamaları, SKA'nin eğitim sürecine entegrasyonunun gerekliliğini göstermektedir. Araştırma sonuçları, öğretmenlerin SKA ve STREAM yaklaşımının entegrasyonuna olumlu baktıklarını ve bu entegrasyonun öğrencilerin çok yönlü gelişimine katkı sağlayabileceğini ortaya koymuştur. Ayrıca, STREAM yaklaşımının fen bilimleri derslerinde nasıl kullanılabileceği konusunda öğretmenlerin görüşleri, öğrenme deneyimlerini zenginleştirecek ve öğrencilerin çok yönlü gelişimini destekleyecek önemli ipuçları sunmaktadır. Öğretmen eğitimi programları, fen bilimleri öğretmenlerine sürdürülebilirlik ve STREAM konularında daha kapsamlı bir eğitim sağlayacak şekilde gözden geçirilmelidir.
and Gamification to create a comprehensive and inclusive educational framework. By examining existing literature, this narrative review highlights the potential of STREMING to enhance educational practices and ensure equal opportunities for all students, particularly those from underrepresented backgrounds. Key findings from various studies emphasize the effectiveness of inclusive STEM high schools, the benefits of integrating Universal Design for Learning (UDL), and the impact of gamification on student engagement and learning outcomes. The review demonstrates that STREAMING can foster a more inclusive, engaging, and effective educational environment, equipping students with the necessary skills and knowledge to navigate and contribute to an increasingly complex and technologically advanced society.
Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science, technology, engineering, and mathematics (STEM) careers. Technology offers promise as a means to promote these students' academic achievement and attitudes toward science. However, there is limited research that utilizes the quality standards identified by Gersten and Edyburn (2007) that examine how this can be accomplished. This article presents a review of literature (N = 71) from 1997–2009 across the often disparate fields of special education, science, and technology using the Universal Design for Learning (Rose, Meyer, & Hitchcock, 2005) and Cognitive Load (Sweller, 1999) theoretical frameworks. It concludes with the identification of key research issues that should be considered when examining how technology can affect the academic achievement and attitudes of students with learning and other disabilities in inclusive science classrooms.
This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other diverse learning needs, should be included in meaningful STEM education and develop expertise in STEM areas as well as 21st century skills associated with STEM learning. This framework is described through the lens of Bronfrenbrenner's (1977, 1994) ecological model, which provides a mechanism for understanding the interconnected and complex interactions that occur across multiple systems (e.g., policy makers, curriculum developers, teachers, and students) within the current STEM education infrastructures. Examples and lessons learned from the Furthering Urban STEM Innovation, Outreach, & New Research(UC|FUSION) research and outreach STEM center illustrate how the model is currently applied in Ohio schools and how it could be adapted to other local, regional, and national STEM FOR ALL initiatives.
Recent science reform documents call for students to develop robust understandings of scientific concepts and reasoning through inquiry-based instruction. The challenge of this goal is increased in heterogeneous inclusive classroom settings with students identified as having learning disabilities and emotional impairments. This article describes a design experiment conducted over two school years in which we investigated the experiences and outcomes for special needs students in guided inquiry science instruction in upper-elementary grade classrooms (n = 4). Phase 1 (′97-′98) of the design experiment utilized qualitative and quantitative data to construct case studies of individual learners with special needs. Patterns across the cases informed the identification of advanced instructional strategies hypothesized to support special needs students relative to language/cognition, print literacy, attention, and social relations challenges. In Phase 2 (′98-′99), we studied learning outcomes from instruction including the advanced strategies (same teachers, topics as Phase 1). Our findings indicate that in Phase 2 (with the advanced strategies) all students demonstrated significant learning gains over Phase 1 and that special needs and low-achieving students in three of four classes showed changes in understanding comparable to those of normally achieving students. We conclude by identifying implications of these findings for the roles of general and special educators.
A central premise of this article is that hypermedia tools may be developed for case and problem-centered learning in order to achieve significant learning outcomes such as deep conceptual understanding, conceptual change, and knowledge transfer. An approach for developing hypermedia case and problem-centered knowledge resources is proposed - the knowledge mediator framework (KMF) - which consists of design elements and learning activities that have specific sociocognitive theoretical and research rationales. A proof-of-concept study is then discussed; it involved high school students using a hypermedia system based on the main features of the KMF to learn neo-Darwinian evolutionary biology. Students using the experimental hypermedia system were found to change their evolutionary biology problem-solving models, and to continue to use expert-like models even 1 year after using the system. The use of the KMF to develop hypermedia learning materials in other domains and for constructive student projects is also considered. Overall, it is hoped that the framework and research outlined in this article may contribute to design and pedagogical principles for hypermedia learning tools that help students construct rich and useful understandings of challenging knowledge.
Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps. (Contains 2 tables and 3 figures.)
Universal Design for Learning guidelines in Arabic
Americans with disabilities are underemployed in science, technology, engineering and mathematics (STEM) at higher rates than their nondisabled peers. This article provides an overview of the National Science Foundation's Research in Disabilities Education (RDE) program, of technology use by students with disabilities (SWD) in STEM, and of rigorous research designs needed to examine which technology interventions have the highest impact on high school and undergraduate degree completion rates for SWD in STEM. Studies are needed to examine how technologies advance undergraduate SWD in their STEM degree programs, contribute to graduation, and facilitate successful transitions to graduate STEM study and/or the workforce. This body of research contributes to the success of postsecondary implementation programs for SWD in STEM, resulting in the graduation of more SWD in STEM fields and advancing our country's science, engineering, and technology competitiveness in the world.
This research is part of a study on scaling-up middle school science curriculum units in a large, diverse public school system. Chemistry That Applies (CTA), a guided inquiry unit based on conceptual change theory and highly rated according to the Project 2061 Curriculum Analysis, was implemented in five middle schools matched demographically with five comparison schools (N = 2,282 students). Eighth grade CTA students outscored their peers overall and when data were disaggregated, with small to medium effect sizes. Of particular interest are students with disabilities in general education science classrooms (n = 202 students with complete assessment records). Those who used CTA significantly outscored their comparison peers on the posttest, with a small to medium effect size.
Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.
Creating inquiry- and standards-based science curricula that meet wide-ranging learner needs and preferences requires strategic planning and organization. The common practice of retrofitting or modifying existing instructional and curriculum materials to accommodate individual learner needs too often overshadows the concept of designing universal learning experiences, which aim to minimize the need for accommodations and modifications. Universal design is a framework for integrating flexible, usable, and accessible teaching and learning technologies with inquiry- and standards-based science curricula. This article presents an overview of how universal design and technology can advance science for all and provides scenarios of universal design in practice. (Contains 2 figures and 10 online resources.)