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Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant
written by Camille A. Coffie, Westley James, Erin M. Scanlon, and Jacquelyn J. Chini
To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 106-111
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Instructor: Faculty
= Special Need
- Student Characteristics
= Ability
- Teacher Characteristics
= Affect
= Pedagogical Content Knowledge
Education Practices
- Curriculum Development
- Professional Development
- Graduate/Professional
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Professional/Practitioners
- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Coffie
NSF Numbers:
1612009
1750515
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
Other Collections:

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Record Link
AIP Format
C. Coffie, W. James, E. Scanlon, and J. Chini, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586).
AJP/PRST-PER
C. Coffie, W. James, E. Scanlon, and J. Chini, Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586>.
APA Format
Coffie, C., James, W., Scanlon, E., & Chini, J. (2022, July 13-14). Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved April 20, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586
Chicago Format
Coffie, C, W. James, E. Scanlon, and J. Chini. "Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586 (accessed 20 April 2024).
MLA Format
Coffie, Camille A., Westley James, Erin Scanlon, and Jacquelyn Chini. "Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 106-111 of PER Conference. 20 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586>.
BibTeX Export Format
@inproceedings{ Author = "Camille A. Coffie and Westley James and Erin Scanlon and Jacquelyn Chini", Title = {Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant}, BookTitle = {Physics Education Research Conference 2022}, Pages = {106-111}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Camille A. Coffie %A Westley James %A Erin Scanlon %A Jacquelyn Chini %T Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant %S PER Conference %D July 13-14 2022 %P 106-111 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Coffie, Camille A. %A James, Westley %A Scanlon, Erin %A Chini, Jacquelyn %D July 13-14 2022 %T Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 106-111 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16217&DocID=5586


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