Using a participatory action research approach to create a universally designed inclusive high school science course: A case study

Stacy K. Dymond, Adelle Renzaglia, Amy Rosenstein, Jung Chun Eul, Ronald A. Banks, Vicki Niswander, Christie L. Gilson

Research output: Contribution to journalArticlepeer-review

Abstract

Case study methodology was used in combination with a participatory action research (PAR) approach to examine the process of redesigning one high school science course to incorporate the principles of Universal Design for Learning (UDL) and to promote access to the general curriculum. The participants included one general education teacher and two special education teachers. Two sections of the course were targeted for redesign. Each section included students with disabilities (mild, severe) and without disabilities. The redesign process involved changes to the course in the areas of curriculum, instructional delivery/organization of learning environments, student participation, materials, and assessment. Data were collected across one school year through documents, interviews, and focus groups and were analyzed qualitatively using a constant comparative method. copyright 2006 by TASK.

Original languageEnglish (US)
Pages (from-to)293-308
Number of pages16
JournalResearch and Practice for Persons with Severe Disabilities
Volume31
Issue number4
DOIs
StatePublished - 2006

Keywords

  • General education curriculum
  • Participatory action research
  • Universal design for learning

ASJC Scopus subject areas

  • Social Psychology
  • Public Health, Environmental and Occupational Health
  • Health Professions(all)

Fingerprint Dive into the research topics of 'Using a participatory action research approach to create a universally designed inclusive high school science course: A case study'. Together they form a unique fingerprint.

Cite this