Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study

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.