PERC 2022 Abstract Detail Page
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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 |
| Co-Author(s) 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 |
