Understanding STEM Education and Supporting Students through Universal Design for Learning

• Published in: Teaching exceptional children Vol. 45; no. 4; pp. 8 - 15
• Main Authors: Basham, James D., Marino, Matthew T.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2013; Council for Exceptional Children; SAGE PUBLICATIONS, INC
• Subjects: Access to Education; Critical thinking; Disabilities; Educational Environment; Educational technology; Elementary Secondary Education; Engineering Education; Exceptional children; Instructional design; Learning; Learning Activities; Mathematics Education; Outcomes of Education; Problem solving; Regular and Special Education Relationship; School environment; Science Education; Special Education; STEM Education; Teaching methods; Technology Education; Thinking Skills; United States > US
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/004005991304500401

Despite an increased national focus on science, technology, engineering, and mathematics (STEM) instruction, students with high incidence disabilities continue to struggle with STEM content at both the K-12 and postsecondary levels. As a result, very few students with disabilities pursue STEM careers. This article provides K-12 special education and general education teachers with fundamental information about the current STEM education initiative. It describes how the Universal Design for Learning framework can be utilized to engage students and increase the accessibility of STEM curricular materials. The article includes instruction and assessment strategies that can be used across a wide range of learners. (Contains 1 table and 1 figure.)