The principles of Universal Design for Learning and breaking down barriers to teaching Chemistry

Abstract

Teaching Chemistry can present many barriers and challenges for students with disabilities, especially due to the abstraction of concepts and experimentation. However, we believe that Universal Design for Learning (UDL) can make this teaching more accessible. In this study, we investigated how applying UDL principles to Chemistry teaching can eliminate these barriers and improve the teaching and learning process for all students. The research was carried out with a 1st year high school class, in which 3 students with disabilities were included, using a multi-strategic teaching unit that respected the diversity of students. The results showed that students felt active and protagonists in the learning process, and that the barriers identified by 10 teachers participating in the research were eliminated with the application of UDL principles. The implementation of diverse strategies, such as the use of visual resources, adapted practical activities and the identification of learning styles, facilitated the understanding of content by students with disabilities and promoted an inclusive environment for all.