Considering STEM for Learners With Disabilities and Other Diverse Needs

• Published in: Handbook of Research on STEM Education pp. 128 - 137
• Main Authors: Basham, James D., Marino, Matthew T., Hunt, Cassandra L., Han, Kyounggun
• Format: Book Chapter
• Language: English
• Published: Routledge 2020
• Edition: 1
• Subjects: Stem Career; Learner Variability; Developing Student Agency; Stem Curriculum; Stem Learning; Stem Research; Stem Content; Stem Subject Area; Stem Subject; Integrate Stem; UDL Principle; Dynamic Problem Solving; Stem Field; Stem Content Area; Stem Major; Introductory Stem Course; Stem Education; Design Based Learning; Critical Analysis Skills; Fourth Industrial Revolution; Stem Workforce; National Academy; UDL Framework
• ISBN: 9780367075620; 9780367075606; 0367075601; 0367075628
• DOI: 10.4324/9780429021381-13

There is a clear need to promote interdisciplinary STEM education and participation in the STEM workforce. Individuals with disabilities can make a valuable contribution to the global STEM community. Scientists like Stephen Hawking, Temple Grandin, Thomas Edison, and Albert Einstein serve as examples. However, a myriad of institutional, situational, and individual barriers must be overcome. This chapter describes the barriers and presents Universal Design for Learning (UDL) as a framework to enhance equity, personalize learning, and promote STEM careers for individuals with disabilities. Research related to STEM education at the K-12 and postsecondary levels is discussed. This chapter describes the barriers and presents Universal Design for Learning (UDL) as a framework to enhance equity, personalize learning, and promote science, technology, engineering, and mathematics careers for individuals with disabilities. Different from a single approach or strategy, UDL is a goal-driven design framework that foundationally integrates the design of learning environments and experiences for all learners. Learners need 21st-century knowledge and skills including authentic and dynamic problem solving, collaboration, executive functioning, and critical analysis skills. Language barriers add to the complexity as graduate assistants, who may be English learners, try to translate their understanding of the content to another language. Researchers, education leaders, and policymakers must overcome barriers associated with the current education system, shifting the focus from average learners to all learners. This consideration places value on the learner variability associated with each learner, rather than the learning of a few.