This commentary discusses how the
principles of universal design
for learning (UDL) can be applied in the science laboratory with an
emphasis on assisting students who experience stress in the laboratory
environment. The UDL approach in the laboratory is based on three
elements: open-mindedness, supportive communication, and analysis
and adaptation of laboratory curriculum. “Supportive communication”,
a novel element of our approach comprising interaction methods adapted
from counseling therapy, is introduced. A brief discussion of a workshop
for chemistry faculty and graduate students on the UDL approach is
presented.