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Abstract
This study explores the impact of a Universal Design for Learning (UDL) aligned engineering curriculum on teacher confidence and student engagement in special education classrooms, specifically focusing on students with intellectual and developmental disabilities (IDD). The research investigates how the curriculum, combined with targeted professional development (PD), supports teachers in delivering high-quality engineering instruction. Through a mixed methods approach, including surveys, interviews, focus groups, and classroom observations, data revealed significant improvements in teacher self-efficacy, particularly in areas such as scaffolding, differentiation, and accessibility. Teachers reported increased confidence in their ability to implement engineering lessons and foster engineering mindsets in their students. Furthermore, the study highlights the effectiveness of UDL principles in promoting student collaboration, problem-solving, and independent learning. The findings emphasize the importance of data-informed PD, which not only enhances teacher practice but also provides equitable STEM learning opportunities for students with ID, contributing to the broader goal of advancing inclusive STEM education.
Recommended Citation
Jimenez, Bree and Courtade, Ginevra
(2025)
"Enhancing Engineering Education for Students with Intellectual Disabilities through Universal Design for Learning,"
Journal of Science Education for Students with Disabilities: Vol. 28
:
Iss.
1, Article 11.
DOI: 10.14448/jsesd.17.0007
Available at:
https://repository.rit.edu/jsesd/vol28/iss1/11