Student perception of accessibility and disability in college evolutionary biology courses: a qualitative study using reflexive thematic analysis

Abstract

Inclusive educational environments are crucial to building equitable and inclusive academic communities. In four different undergraduate evolutionary biology courses, we implemented a science communication project centred in Universal Design for Learning (UDL), with the goal of increasing student awareness of inclusive educational tools and practices. For all four project implementations, we surveyed students on their conceptualisation of accessibility and its relationship to science communication before and after they created their own pieces of science communication. Using the qualitative data from the paired surveys, we conducted data familiarisation and interpretation through reflexive thematic analysis to craft our themes and narrative. We utilised a non-positivist qualitative research mindset and a critical disability theory framework. Students reflected on concepts of accessibility, disability, and meaning-making around knowledge and privilege of access. Our results demonstrate that the UDL framework for the science communication project enhanced student attentiveness to accessibility. Our qualitative survey approach to pedagogical assessment shows that evolutionary biology course design can meaningfully contribute to the development of inclusive classrooms for disabled and non-disabled students alike.