Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices

Autor/inn/en	Orndorf, Hayley C.; Waterman, Margaret; Lange, Donna; Kavin, Denise; Johnston, Sam Catherine; Jenkins, Kristin P.
Titel	Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices
Quelle	In: CBE - Life Sciences Education, 21 (2022) 2, Artikel 28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Education; Deafness; Hearing Impairments; Students with Disabilities; Introductory Courses; Biology; Science Instruction; Inclusion; Faculty Development; Secondary School Science; College Science; High School Teachers; College Faculty; Community Colleges; Deaf Interpreting; American Sign Language + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Einführungskurs; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Fakultät; Community college; Community College
Abstract	Universal Design for Learning (UDL) provides a flexible framework for supporting a wide variety of learners. We report here on a conference that presented the UDL framework as a way to increase success of deaf and hard-of-hearing (deaf/hh) students in introductory biology courses. The Opening the Pathway conference was an NSF Advanced Technological Education project focusing on raising awareness about careers in biotechnology and student success in introductory biology, a key gateway course for careers in biotechnology. The participants were professionals who work with deaf/hh students at pivotal points in students' educational pathways for raising awareness of biotechnology career options, including community college faculty, high school faculty at schools for the deaf, and American Sign Language (ASL) interpreters. The conference goal was to provide an effective, meaningful professional development experience in biology instruction. The conference explicitly addressed the role of a UDL approach in building accessible, inclusive, productive learning environments, particularly for deaf/hh students, and demonstrated how to make effective pedagogical practices, specifically case-based learning, inclusive and UDL-aligned in an introductory biology context. We describe the conference, conference outcomes for participants, and in particular the application of the UDL framework to create an inclusive experience. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01