ABSTRACT
English learners (EL) need equitable access to effective learning experiences in science. These need to be cognitively and developmentally appropriate to enable ELs to keep on pace with their native English-speaking peers and to meet the rigorous cognitive demands of the Next Generation Science Standards. To support ELs in integrated learning environments, two Universal Design for Learning approaches are shared to show how technology apps can be used to meet the unique learning needs of this growing population of learners in our nation.
