Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study

By S. Dymond, A. Renzaglia, Amy Rosenstein, E. Chun, R. Banks, Vicki Niswander, Christie L. Gilson. 2006

108 citations recorded by the source corpus.

Subfields: Education, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/ee66823f066306ea52dbd46fa3079121a71c5c3a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. McDougall
2. Kavita Rao
3. Christine Anderson
4. M. Wehmeyer
5. Brian R. Bryant
6. M. Ok
7. L. Kieran
8. Susan B. Palmer

In Occupational Therapy

1. M. Wehmeyer

In Safety Research

1. D. McDougall
2. Kavita Rao
3. M. Wehmeyer
4. Brian R. Bryant
5. M. Ok
6. Susan B. Palmer
7. K. Shogren
8. E. Carter

Citations in the corpus

• Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, unknown): “Although promising approaches for implementing these principles are emerging (Dymond et al., 2006; Wehmeyer, 2006), additional research is needed to rigorously evaluate these approaches.”
• Connecting Universal Design for Learning With Culturally Responsive Teaching (2018, background): “Teaching Every Learner Flexible instructional materials, delivery, and assessment were beneficial in classrooms with academically diverse learners (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2009; Dymond et al., 2006; Lieber, Horn, Palmer, & Fleming, 2008; Marino, 2009; Pearson, 2015).”
• A Review of Research on Universal Design Educational Models (2014, background): “Dymond et al. (2006) conducted a case study of a curriculum redesign and found that the curriculum was especially positive for students with disabilities for increasing their social interaction, participation, and completion of work, grades, and test scores.”
• Beyond Access: Ensuring Progress in the General Education Curriculum for Students with Severe Disabilities (2006, methodology): “The use of curriculum adaptation strategies like advance and graphic organizers or the use of mnemonics has a rich history in ensuring access for students with high incidence disabilities, and we should explore ways to use technology and other universal design features, as illustrated by Dymond et a”
• Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research (2017, methodology): “UDL-based instructional methods Of 6 studies that examined ways in which UDL principles could be applied to instructional method and strategies, 5 of these studies (Basham, Meyer, & Perry, 2010; Browder et al., 2008; Dymond et al., 2006; King-Sears et al., 2015; Lieber et al., 2008) investigated les”