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Making your classroom accessible for diverse learners

21 Feb 2020, 15:00 UTC
Making your classroom accessible for diverse learners
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This post is part of a series of cross-posts between PERbites and Astrobites about best practices in science education. As graduate students make up a significant portion of the Astrobites readership, these posts are be targeted toward them, but the practices are equally useful for any science educator.The author of today’s article is Nick Young, a physics and computational mathematics, science, and engineering PhD student at Michigan State University and the founder of PERbites. He’s interested in applying machine learning to analyze educational datasets and understanding the graduate school admissions process for physics departments.
Title: Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learnersAuthors: Erin Scanlon, Jillian Schreffler, Westley James, Eleazar Vasquez, and Jacquelyn J. ChiniFirst author’s institution: University of Central FloridaJournal: Physical Review Physics Education Research 14 020101 (2018)I am left handed. This means throughout elementary school I was told to just do the opposite of what the physical education and handwriting teachers did. In art class, I had to find that one pair of scissors that actually worked with my left hand (despite all the scissors supposedly being ambidextrous scissors). Then as I proceeded to high school and college, being left handed meant finding ...

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