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Abstract Title: Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant
Abstract Type: Contributed Poster Presentation
Abstract: To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education.
Session Time: Poster Session 1
Poster Number: I-59
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Camille A. Coffie (she/her)
University of Central Florida
Orlando, FL 32940-7797
Phone: 8323157960
and Co-Presenter(s)
Westley James (he/him)
Lake Mary High School, 655 Longwood Lake Mary Rd., Lake Mary, FL 32746

Erin M. Scanlon (she/her)
Department of Physics, University of Connecticut - Avery Point, 1084 Shennecossett Rd., Groton, CT 06340

Jacquelyn J. Chini (she/her)
Department of Physics, University of Central Florida, 4111 Libra Drive, Orlando, Florida, 32825