The work presented here aims to address a critical knowledge gap in the engineering education literature through a preliminary study meant to determine if active learning is more effective when students with learning disabilities are first front-loaded with information. These preliminary findings aimed at not only determining if the work should be continued in the future, but also at evaluating if frontloading resulted in: (1) increased student engagement and (2) increased learning effectiveness. Preliminary findings conclude that students with documented, and undocumented, learning disabilities did have an increased understanding of the course content as a result of combining frontloading and active learning
