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Universal Design for Learning

A Look at What Algebra and Biology Students With and Without High Incidence Conditions Are Saying

Terry W. McClannon

Appalachian State University

Patricia M. Braziel

National Secondary Transition Technical Assistance Center

This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments under Section 504 of the Rehabilitation Act) to that of their general education peers. Findings showed that relative to their other academic classes, both groups of students had high levels of satisfaction and expressed similar themes as to what they perceived to be the best and worst parts of the interventions and ideas for improvement. Both groups also reported near unanimous agreement as to wanting their teachers to use more UDL interventions. The reported perceptions and subsequent comparison forms the basis for discussing the implications of UDL in high school settings.

Key Words: algebra • students with disabilities • general education • high school

This version was published on November 1, 2008

Remedial and Special Education, Vol. 29, No. 6, 352-363 (2008)
DOI: 10.1177/0741932507314020


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