ERIC Number: EJ1277391
Record Type: Journal
Publication Date: 2020-Dec
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-7913
EISSN: N/A
Available Date: N/A
Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities
Gin, Logan E.; Guerrero, Frank A.; Cooper, Katelyn M.; Brownell, Sara E.
CBE - Life Sciences Education, v19 n4 Essay 12 Dec 2020
On average, active learning improves student achievement in college science courses, yet may present challenges for students with disabilities. In this essay, we review the history of accommodating students with disabilities in higher education, highlight how active learning may not always be inclusive of college science students with disabilities, and articulate three questions that could guide research as the science community strives to create more inclusive environments for undergraduates with disabilities: (1) To what extent do stakeholders (disability resource center [DRC] directors, instructors, and students) perceive that students with disabilities encounter challenges in active learning? (2) What accommodations, if any, do stakeholders perceive are being provided for students with disabilities in active learning? and (3) What steps can stakeholders take to enhance the experiences of students with disabilities in active learning? To provide an example of how data can be collected to begin to answer these questions, we interviewed 37 DRC directors and reported what challenges they perceive that students with disabilities experience in active learning and the extent to which accommodations are used to alleviate challenges. We conclude the essay with a suite of recommendations to create more inclusive active-learning college science classes for students with disabilities.
Descriptors: Students with Disabilities, Academic Accommodations (Disabilities), Student Needs, Inclusion, Science Instruction, Undergraduate Students, Stakeholders, Attitudes, Barriers, Active Learning, Educational History, Federal Legislation, Disproportionate Representation, Teaching Methods, Administrator Attitudes, Teacher Attitudes
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Americans with Disabilities Act 1990; Rehabilitation Act 1973 (Section 504)
Grant or Contract Numbers: N/A
Author Affiliations: N/A