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ERIC Number: EJ1022856
Record Type: Journal
Publication Date: 2014-May
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0731-9487
UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?
Marino, Matthew T.; Gotch, Chad M.; Israel, Maya; Vasquez, Eleazar, III; Basham, James D.; Becht, Kathleen
Learning Disability Quarterly, v37 n2 p87-99 May 2014
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 4; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress