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ERIC Number: EJ941676
Record Type: Journal
Publication Date: 2011-Jun
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2077-2327
The Inclusive Classroom: Effect of a Readability Intervention on Student Engagement and On-Task Behaviour within Two Mixed-Ability Science Classrooms
O'Leary, Sean
Science Education International, v22 n2 p145-151 Jun 2011
In Ireland, teachers are expected to differentiate the curriculum to meet the needs of an increasingly diverse range of students. The purpose of this study was to compare the effects of using commercially-available worksheets with universally-designed worksheets on student engagement and on-task behaviour within two mixed-ability science classes in an urban community school. The universally-designed worksheets began with questions that were carefully matched with students who traditionally struggled with independent worksheet completion. In an effort to challenge all students, subsequent questions on the universally-designed worksheets required increasing levels of literacy in a graded fashion. The results of this study indicate that the use of universally-designed worksheets can improve student engagement and on-task behaviour during independent timed worksheet activities within mixed-ability science classrooms. (Contains 2 tables.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland