Number
702
Name
Exploring the Strategies and Approaches for Applying Learner Accommodations and Universal Design for Learning to Team-Based Learning
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Daniel Oueis, University of Western States
Alix Stannard, University of Western States
Lauren Anderson, St. John's University
Diana Langworthy, University of Minnesota
Cortny Williams, University of Western States
Rachel Wood, Universtity of Bradford
Patricia Achi, Universtity of Bradford
Kristina Medlinskeine, Universtity of Bradford
Presentation Topic(s)
TBL/PBL
Description
Purpose:
Providing accommodations and applying Universal Design for Learning (UDL)
are ways in which health science instructors meet the needs of increasing
student diversity. The purpose of this study is to investigate the
implementation of UDL and accommodations in Team-Based Learning (TBL) and to
identify successful strategies, benefits, and barriers to incorporating
inclusive design into curricula.
Methods:
An instrument was developed by TBL experts and was distributed globally to
practitioners of TBL. Open-ended questions assessed motivations, successes
and barriers, and examples of effective and ineffective strategies for
providing UDL and accommodations. Data analysis is in progress; means and
standard deviations will be computed on Likert-scale items and results will
be compared with qualitative responses, which will be analyzed using the
constant comparative method.
Results:
Across the 86 respondents, 35% had used TBL for 2–5 years, 29% for over 10
years, 26% for 6–10 years, and 11% for less than a year. Nearly half of the
respondents had training in UDL (49%) and provided accommodations in TBL
(56%). Respondents were most aware of time accommodations (96%), followed by
reduced distraction testing (69%) and separate testing (67%). Findings
revealed substantial variability in the implementation of accommodations and
perceived barriers. The most commonly offered accommodations were for the
individual Readiness Assurance Test (iRAT) and UDL strategies were applied to
the pre-work. Preliminary thematic analysis revealed several barriers to
providing accommodations, such as uncertainty surrounding how to modify
team-based activities, lack of institutional support, time constraints for
implementation, and ensuring fair and equitable accommodations.
Conclusion:
The results of this study provided insight into the application of
accommodations and UDL strategies to TBL. Flexible options for pre-work and
iRAT accommodations were commonly applied strategies that may help scaffold
the use of additional accommodations and UDL strategies in TBL and other
student-centered activities.
Providing accommodations and applying Universal Design for Learning (UDL)
are ways in which health science instructors meet the needs of increasing
student diversity. The purpose of this study is to investigate the
implementation of UDL and accommodations in Team-Based Learning (TBL) and to
identify successful strategies, benefits, and barriers to incorporating
inclusive design into curricula.
Methods:
An instrument was developed by TBL experts and was distributed globally to
practitioners of TBL. Open-ended questions assessed motivations, successes
and barriers, and examples of effective and ineffective strategies for
providing UDL and accommodations. Data analysis is in progress; means and
standard deviations will be computed on Likert-scale items and results will
be compared with qualitative responses, which will be analyzed using the
constant comparative method.
Results:
Across the 86 respondents, 35% had used TBL for 2–5 years, 29% for over 10
years, 26% for 6–10 years, and 11% for less than a year. Nearly half of the
respondents had training in UDL (49%) and provided accommodations in TBL
(56%). Respondents were most aware of time accommodations (96%), followed by
reduced distraction testing (69%) and separate testing (67%). Findings
revealed substantial variability in the implementation of accommodations and
perceived barriers. The most commonly offered accommodations were for the
individual Readiness Assurance Test (iRAT) and UDL strategies were applied to
the pre-work. Preliminary thematic analysis revealed several barriers to
providing accommodations, such as uncertainty surrounding how to modify
team-based activities, lack of institutional support, time constraints for
implementation, and ensuring fair and equitable accommodations.
Conclusion:
The results of this study provided insight into the application of
accommodations and UDL strategies to TBL. Flexible options for pre-work and
iRAT accommodations were commonly applied strategies that may help scaffold
the use of additional accommodations and UDL strategies in TBL and other
student-centered activities.
Presentation Tag(s)
Student Presentation