Elementary educators’ integration of universal Design for learning in data science instruction

Over the last decade, educational policies have recommended incorporating data science literacies into the K-12 education curriculum. At the same time, policies have called for educators to support all learners using frameworks such as Universal Design for Learning (UDL). However, data science instruction is largely understudied at the elementary level, and few studies have explored the concept of UDL within data science instruction (specifically computational thinking). Utilizing an exploratory case study approach, we evaluated the effectiveness of a professional learning and development experience with educators in grades three through five. We analyzed survey data, student data, unit plans, and journal prompts. There were statistically significant increases in the participants’ perceived knowledge and usefulness related to UDL. Similarly, there were statistically significant increases in student gain scores between pre- and post-tests for students with and without disabilities. Additionally, qualitative findings illustrate how one group of educators integrated UDL into data science instruction at the elementary level.