STEM Support for Students with Disabilities
DOI:
https://doi.org/10.59573/emsj.8(2).2024.28Keywords:
Students with disabilities, STEM, STEAM, Universal design for learning, Student learning communities, ScaffoldingAbstract
One of the biggest challenges facing students with disabilities (SWDs) is not aptitude. History has shown that this constituency can thrive in a number of fields, especially if provided the necessary support to navigate such. Rather, the success of SWDs often depends on the level of backing they receive as they pursue success in an array of careers. Specifically, their success in STEM fields is not as farfetched as one might imagine. Although they may have to overcome low expectations of others during their matriculation through their educational journey, they often find their STEM identity and belonging via their families and extended student learning communities. Many times, the employment of the arts in STEM instruction serves as a mental-scaffolding agent for the SWD population, creating the bridge necessary to help them engage successfully within STEM spheres. Implications for teachers and school leaders are various. From incorporating instructional practices drawing from a theory of universal design for learning to harnessing support from colleagues within social media circles, strategies that support SWDs as they pursue STEM careers carry monumental weight and help to level the playing field in their quest to excel therein.
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