Resources
The University of Florida (UF) is partnering with Arizona State University (ASU) and the Center for Applied Special Technology (CAST) to focus on two school districts in Arizona, a state with more than 1 million students, 45% Hispanic, and 11% students receiving special education. The elementary years are a critical time for a child’s formation of positive attitudes toward the science, technology, engineering, and mathematics (STEM) areas. Several studies indicate that high school students interested in STEM careers, as well as graduate students in the sciences, report that their interest in STEM was initiated by experiences prior to or during middle school (Aschbacher et al., 2010; Maltese & Tai, 2010). When interest is not established early, there can be a marked decline in positive attitudes as students move to high school (George, 2000). Hence, we focus on the 4th and 5th grade years as this is the time when students begin to consider whether to opt in or out of future STEM experiences (Penner & Paret, 2008).
The UDL Guidelines
The Universal Design for Learning (UDL) guidelines are a research-based framework developed by CAST to improve teaching and learning through flexible, inclusive instructional design. UDL promotes multiple means of engagement, representation, and expression to address learner variability. The guidelines reduce barriers and increase access by offering diverse pathways for participation and learning that support all students.
The Structure (4 Domains/22 HLPs)
High Leverage Practices are a set of key instructional practices that are evidence-based and essential for improving student outcomes, particularly for students with disabilities. The practices are “high-leverage” because they are applicable across content areas, grade levels, and student needs, and because they significantly impact student learning when implemented effectively.
Universal Design for Learning Guidelines for Computer Science Education
The UF CS Everyone Center for Computer Science Education developed a table combining the Universal Design for Learning (UDL) 3.0 guidelines tailored for K-12 computer science (CS) education. The table offers actionable strategies across multiple means of engagement, representation, and action & expression, designed to maximize learning environments. The guidelines address learner agency by focusing on areas such as welcoming interests, providing multiple modalities, and supporting effective interaction in CS classrooms.
