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Universal Design for Learning (UDL) enhances introductory biology success for deaf and hard-of-hearing students. This framework promotes inclusive learning environments and accessible pedagogical practices, benefiting diverse learners in STEM.

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Area of Science:

  • Education
  • Biology
  • Biotechnology

Background:

  • Universal Design for Learning (UDL) offers a flexible framework to support diverse learners.
  • Introductory biology is a critical gateway course for biotechnology careers.
  • Deaf and hard-of-hearing (deaf/hh) students often face challenges in STEM education.

Purpose of the Study:

  • To present the UDL framework as a strategy to improve deaf/hh student success in introductory biology.
  • To raise awareness of biotechnology career pathways for deaf/hh students.
  • To provide professional development for educators working with deaf/hh students.

Main Methods:

  • A conference, "Opening the Pathway," focused on UDL and inclusive biology instruction.
  • Participants included community college faculty, high school faculty from schools for the deaf, and ASL interpreters.
  • The conference demonstrated UDL-aligned pedagogical practices, including case-based learning.

Main Results:

  • The conference provided a meaningful professional development experience.
  • Participants gained insights into applying UDL to create accessible and inclusive learning environments.
  • The application of UDL principles was demonstrated within an introductory biology context.

Conclusions:

  • UDL is an effective framework for enhancing the success of deaf/hh students in introductory biology.
  • Inclusive pedagogical practices, such as case-based learning, can be successfully implemented using a UDL approach.
  • Professional development focused on UDL can empower educators to create more equitable STEM learning opportunities.