Universal Design of Science Classes for Learners with Sensory Processing Difficulties

Abstract

The current special education system in Japan relies on special schools and classes for children with disabilities, but there's a growing need to implement inclusive education where students with developmental disabilities, such as Autism Spectrum Disorder (ASD), learn alongside typically developing peers in regular classrooms. This shift requires developing new teaching methods and materials, especially in subjects like science, where research is lacking. The proposed approach focuses on creating universally designed (UD) instructional materials that accommodate sensory hypersensitivity common in ASD. By leveraging visualization and audio technologies, including machine learning techniques to highlight essential content, these materials aim to make science education more accessible. Additionally, the effectiveness of these materials will be evaluated using cognitive load measurements through EEG and eye-tracking. The ultimate goal is to share these UD teaching resources with educators to promote inclusive education, allowing students with developmental disabilities to learn effectively in regular classroom environments.