The topic of my research will concern the utilization of models, laboratory experiences, and technology to assist students with disabilities in a high school anatomy and physiology course. Although there is not a wealth of research concerning Universal Design for Learning (UDL) specifically for high school level human anatomy and physiology courses, there is information concerning the utilization and benefits of UDL and accessibility tools for students in multiple courses. Mutch-Jones, Puttick, and Minner (2012) point out the best place to start incorporating differentiated instructional strategies may begin with professional development. Professional development needs to focus on creating lessons with differentiated instructional strategies, implementing the lessons, and evaluating the effectiveness of the differentiated instructional strategies. It is also important to note that co-teaching and collaborative planning between a content teacher and special education teacher can be helpful in all aspects of the teaching and learning process (Mutch-Jones, Puttick, & Minner, 2012). This website has a wealth of resources to assist any teacher in making the high school anatomy and physiology classroom more accessible to students. You will find links to resources that you can use to enhance and incorporate effective teaching strategies and tools by clicking on the tabs above.