ACCESSS: Adapting Collaborative Classrooms to Equally Support Science Students

适应大学课堂平等支持理科学生的项目（access项目）将朝着提高主动学习课程中改进教学的影响迈出重要而有意义的一步，特别是对患有注意力缺陷/多动障碍或自闭症谱系障碍等执行功能障碍的学生。主动学习技巧已被证明对大多数学生有益；然而，这些策略对有执行功能缺陷的学生的影响尚未得到广泛的探讨。ACCESS项目将识别执行功能障碍学生在使用主动学习的科学课程中遇到的障碍和支持。此外，该项目将帮助教师制定基于通用学习设计（UDL）框架的策略，从而改善残疾学生乃至全体学生的学习；衡量培训对教师实施这些策略的影响；并在积极的科学课堂上传播支持执行功能障碍学生学习的成功策略。ACCESSS项目的目标是促进对残疾学生的改进教学，并为中学后STEM教师提供有效的教学策略和有效的教师培训模式。该项目将侧重于根据通用学习设计（UDL）设计支持主动学习的策略，因为UDL响应所有学习者的内在可变性。在项目的第一年，研究人员将观察主动学习课程，并采访残疾学生，了解他们在这些课程中的经历，以确定现有的支持和障碍，并根据UDL原则为教师提出建议。在第二年和第三年，ACCESSS学习社区由佛罗里达中央大学物理系和化学系的教师和研究生助教组成，他们将学习并实施这些建议。ACCESSS项目团队将衡量培训对教师实施与udl一致的战略的影响，并将检查残疾学生以及其他特定子群体学生（如妇女、未被充分代表的少数民族、退伍军人和第一代大学生）的学习成果。通过该项目制定的成功战略将通过现有的大学结构和伙伴关系、学习社区参与者的教学和学习项目奖学金以及ACCESSS项目小组的学术报告和讲习班来传播。

Project Adapting College Classrooms to Equally Support Science Students (Project ACCESSS) will take an important and significant step towards increasing the impact of improved instruction in active learning courses, particularly for students with executive function disorders such as attention deficit/hyperactivity disorder or autism spectrum disorder. Active learning techniques have been shown to benefit the majority of students; however, the effects of these strategies have not been extensively explored for students with executive function deficits. Project ACCESS will identify barriers and supports experienced by students with executive function disorders in science courses using active learning. Furthermore, the project will help instructors develop strategies based on a Universal Design for Learning (UDL) framework that lead to improved learning for students with disabilities, as well as students overall; measure the effects of training on faculty implementation of these strategies; and disseminate successful strategies for supporting the learning of students with executive function disorders in active science classes.The goals of Project ACCESSS are to stimulate improved instruction for students with disabilities and to generate knowledge about effective teaching strategies as well as effective instructor training models for postsecondary STEM instructors. The project will focus on designing strategies that support active learning in line with Universal Design for Learning (UDL) because UDL responds to the inherent variability among all learners. During the first year of the project, researchers will observe active learning courses and interview students with disabilities about their experiences in these courses to identify existing supports and barriers and develop recommendations for instructors based on UDL principles. In the second and third years, ACCESSS Learning Communities consisting of faculty and graduate teaching assistants in the physics and chemistry departments at the University of Central Florida will learn about and implement these recommendations. The ACCESSS project team will measure the effects of training on instructors' implementation of UDL-aligned strategies and will examine student learning outcomes for students with disabilities as well as for students in other specific sub-groups, such as women, underrepresented minorities, veterans, and first-generation college students. Successful strategies developed through this project will be disseminated through existing university structures and partnerships, scholarship of teaching and learning projects by Learning Community participants, and scholarly presentations and workshops by the ACCESSS project team.