Engaging Students with Disabilities in Universally Designed Science Education

Abstract

Increased student diversity in classrooms and the need for equitable STEM opportunities for all, creates an impetus for educators to establish inclusive and equitable environments and use teaching practices that facilitate meaningful learning for all students in science education. This article offers a three-part framework for combining inclusive philosophy, the science and engineering practices, and Universal Design for Learning. The article is intended to help teachers and teacher educators universally design science education to level the science learning field through access and equity for all students, including students with disabilities. We advocate for the use of four practices: creating an inclusive community of science learners, planning for big ideas over time, engaging students in sense-making through model-based inquiry, and engaging students in cooperative learning and science talk. Science teachers can use these practices to universally design science education and enhance science learning and STEM interest for underrepresented students. In the article, we provide visuals and tools for teachers to support implementation of the universally designed science practices.