Applying Universal Design for Learning in Postsecondary Chemistry Courses: Examples from Practice

Disabled folks represent over 20% of the postsecondary science student population; yet, many instructors lack training about teaching with disabled learners and popular, research-based curricular materials are not designed to support disabled learners. In this chapter we introduce the Variation Planning Tool and Universal Design for Learning frameworks as tools to support postsecondary chemistry instructors with identifying and implementing inclusive teaching strategies which can support disabled learners. We will then provide contextualized examples of inclusive teaching practices from our own classroom experience. Finally, we provide recommendations for teaching practice and future research.