Technology and Universal Design
One way that teachers can make science instruction accessible to all students, including those with special needs is to adopt the Universal Design format. According to Roblyer and Doering (2013) “Universal design seeks to alter this paradigm by providing a new way of thinking about access that is proactive rather than reactive.” (p. 403) Key components for Universal Design include representation, expression, and engagement. (CAST, 2011 in Roblyer & Doering, 2013, p. 403) Increasing accessibility in science instruction means providing multiple representations of key concepts and ideas through images and explanations that are computer-based. Following are examples of multiple representations of a science lesson on light for a fifth grade lesson on light.
Reference
Roblyer, M. D., & Doering, A. H. (2013). Teaching and Learning with Technology in Special Education. Integrating educational technology into teaching (6th ed., pp. 399-414). Boston: Pearson/Allyn and Bacon Publishers.
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| What is Light? |
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| What are the Properties of Light? |
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| How does light behave? |
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