Name: Skyler Hardy
Research
The follow resources are peer reviewed journals that show the importance of creating an equal and accessible classroom.
Bouck, E. C., Courtad, C. A., Heutsche, A., Okolo, C. M., & Englert, C. S. (2009). The Virtual History Museum: A Universally Designed Approach to Social Studies Instruction. TEACHING Exceptional Children, 42(2), 14–20. https://doi.org/10.1177/004005990904200202
This journal goes in-depth about what universal design can look like in your social studies classroom. The overall goal is to make sure all students have accessibility within your content.
Mueller Worster, A., & Rohde, L. (2020). A transdisciplinary approach to teacher preparation: Providing equitable access for all students to learn social studies content, skills, and Processes. The Social Studies, 111(4), 205–218. https://doi.org/10.1080/00377996.2020.1736489
This journal does a deep dive in ways that social studies teachers can utilize universal designs of learning to provide equitable access to learning in their classroom. A focus on how to engage all students equally is addressed as well.
Deroo, M. R. (2020). Translanguaging pedagogy to support bi/multilingual students’ language learning in Social Studies. Research Anthology on Bilingual and Multilingual Education, 1231–1252. https://doi.org/10.4018/978-1-6684-3690-5.ch062
In this journal, a high school social studies teacher takes the time to accommodate her multilingual learners. This journal is full of ways to linguistically and culturally teach to diverse populations while also giving tips on how to have a welcoming and respectful classroom.
Brown, C. L. (2007). Strategies for making Social Studies texts more comprehensible for English-language learners. The Social Studies, 98(5), 185–188. https://doi.org/10.3200/tsss.98.5.185-188
Reading is a big part of social studies content, which can be struggling for all learners, but especially multilingual learners! In this journal, Brown provides different strategies for how to provide better comprehension for multilingual learners in social studies.
Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75(4), 457–490. https://doi.org/10.3102/00346543075004457
This journal does a deep dive on how effective test accommodations are for students. Findings for extended time and oral accommodations were found to improve test scores.