A Formula for Inclusion: Dyslexia-Informed Universal Design of Chemistry Laboratories

Journal article

Dyslexia is one of the most prevalent Specific Learning Difficulties (SpLDs) and presents challenges that extend beyond reading and writing to include difficulties in information processing and working memory. Although dyslexia has been widely examined within education more broadly, recent reviews highlight a striking lack of chemistry education research addressing this issue, particularly within undergraduate laboratory contexts. This article reports findings from a pilot design-based study in which dyslexic undergraduate chemistry students were engaged as partners to identify discipline-specific barriers in laboratory learning and to codesign more inclusive laboratory materials and resources. Students highlighted barriers in interpreting chemical notation, following complex laboratory protocols, and processing dense textual information. In response, and informed by Universal Design for Learning (UDL) and Cognitive Load Theory (CLT), we developed and implemented targeted laboratory design strategies, including structured visual materials, dual-format chemical labeling, and scaffolded skill development within a spiral curriculum. These UDL-informed approaches demonstrate how reducing the extraneous cognitive load in undergraduate chemistry laboratories can enhance accessibility and support more inclusive laboratory participation.

Authors: Hancox, CC; Birkett, TC; Stewart, MI

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: American Chemical Society
• Journal: Journal of Chemical Education
• Volume: 103
• Issue: 5
• Pages: 2592-2600
• Publication date: 2026-04-30
• Acceptance date: 2026-04-01
• DOI: 10.1021/acs.jchemed.5c01544
• EISSN: 1938-1328
• ISSN: 0021-9584
• Language: English
• Keywords: Universal Design for Learning (UDL); Neurodiversity; Inclusive Chemistry Education; Accessibility; Dyslexia; Design-Based Research; Cognitive Load Theory