Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Area of Science:

• Science Education
• Higher Education Pedagogy

Background:

• Active learning strategies generally enhance student achievement in college science courses.
• However, these methods may pose unique challenges for students with disabilities, impacting their full participation and learning.
• Historical context of accommodating students with disabilities in higher education is reviewed.

Purpose of the Study:

• To explore stakeholder perceptions of challenges faced by students with disabilities in active learning environments.
• To identify perceived accommodations for students with disabilities within active learning settings.
• To propose research questions guiding the creation of more inclusive science classrooms for undergraduates with disabilities.

Main Methods:

• A qualitative approach was employed, involving interviews with 37 Disability Resource Center (DRC) directors.
• Data collection focused on perceived challenges and existing accommodations for students with disabilities in active learning.
• The study provides an example of data collection to address research questions on inclusivity.

Main Results:

• DRC directors identified specific challenges students with disabilities encounter in active learning.
• The extent to which accommodations are utilized to mitigate these challenges was reported.
• Stakeholder perceptions regarding the inclusivity of active learning were documented.

Conclusions:

• Active learning environments in college science courses require careful consideration for students with disabilities.
• Recommendations are provided to foster more inclusive active-learning classrooms.
• Further research is essential to address identified gaps and enhance support systems.