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(Dis)Solving the Differences

A Physical Science Lesson Using Universal Design

Department of Specialized Education Services at the University of North Carolina at Greensboro, sakurtts{at}uncg.edu

Catherine E. Matthews

Department of Curriculum and Instruction at the University of North Carolina at Greensboro

Tammy Smallwood

Wake Co. Schools, Raleigh, North Carolina

Universal design for learning (UDL) holds promise for teachers who are struggling with creating lessons that allow all students access to and engagement with the general science curriculum. In this article, the authors demonstrate how a secondary physical science lesson about solubility and concentration can be designed for diverse learners' needs by implementing UDL concepts. The lesson plan serves as an example of UDL in providing appropriate instruction that supports access to the general physical science curriculum for all learners.

Key Words: accommodations • instruction • science

This version was published on January 1, 2009

Intervention in School and Clinic, Vol. 44, No. 3, 151-159 (2009)
DOI: 10.1177/1053451208326051


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