7th Grade Math: Ratios and Proportional Relationships

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.

An example of using UDL in sports

The article examines how the universal design for learning (UDL), an educational framework, can be used to support STEM (science, technology, engineering, and mathematics) instruction in special education. According to the authors, the UDL principles can make STEM curricular materials more accessible and improve the educational experiences of students with varying learning needs. Information is provided on the aspects of instruction that constitute UDL such as clear goals, learner variability plans, and flexible teaching methods.