An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities
An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities
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残疾和健康学生化学教学通用设计的探索性研究
DOI：
10.1177/0731948714564575
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发表时间：
2015
影响因子：
1.8
通讯作者：
Jennifer C. Hursh
中科院分区：
文献类型：
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作者：
Margaret E. King‐Sears;Todd M. Johnson;Sheri Berkeley;Margaret P. Weiss;E. Peters;A. Evmenova;A. Menditto;Jennifer C. Hursh
在这项探索性研究中，将四个共同教授的高中化学课程的学生随机分配为通用的学习设计（UDL）治疗或比较条件。每个共同教学团队都教授一个比较和治疗课。 UDL原则用于治疗：（a）多步摩尔转化过程的自我管理策略（使用助记符，想法）； （b）带有叙述，视觉和动画的多媒体课程； （c）具有转换支持想法的程序促进者； （d）镜像视频内容并包含脚手架练习问题的学生工作簿。所有学生都完成了预测试，测试后和4周的延迟测试。条件之间没有显着差异。但是，有和没有残疾后测试的学生之间存在互动效果。社会有效性表明学生发现想法有帮助。对未来研究的影响包括继续关注对UDL干预措施有和没有残疾学生的分类学习成果，以及对有害残疾学生有益的UDL干预措施的改进。
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a mnemonic, IDEAS) for the multi-step mole conversion process; (b) multi-media lessons with narration, visuals, and animations; (c) procedural facilitators with IDEAS for conversion support; and (d) student workbooks mirroring video content and containing scaffolded practice problems. All students completed a pre-test, post-test, and a 4-week delayed post-test. There were no significant differences between conditions; however, there was an interaction effect between students with and without disabilities for post-tests. Social validity indicated students found IDEAS helpful. Implications for future research include continued focus on disaggregated learning outcomes for students with and without disabilities for UDL interventions, and refinements for UDL interventions that benefit students with and without disabilities.
DOI：
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发表时间：
2012
期刊：
Focus on exceptional children
影响因子：
--
作者：
Powell,SarahR;Fuchs,LynnS
通讯作者：
Fuchs,LynnS