Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
Inclusive science, technology, engineering, and math (STEM) classrooms are becoming more common in the United States. This literature review aims to answer the following research questions (1) How are students with disabilities currently supported in high school-level inclusive STEM lab-based classe...
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| Tác giả chính: | |
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| Định dạng: | Online |
| Ngôn ngữ: | eng |
| Được phát hành: |
Oscar Rennebohm Library
2023
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| Truy cập trực tuyến: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/72 |
| Các nhãn: |
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| Tóm tắt: | Inclusive science, technology, engineering, and math (STEM) classrooms are becoming
more common in the United States. This literature review aims to answer the following
research questions (1) How are students with disabilities currently supported in high
school-level inclusive STEM lab-based classes? and (2) What are the best practices for
supporting students with disabilities in high school-level inclusive STEM lab-based
classes? To examine the methods used to help students with disabilities in STEM lab-
based courses, current research around special education, inclusive practices, and STEM
learning was explored in the form of academic journal articles.
According to the literature, STEM educators feel unprepared to support inclusive
classrooms due to a lack of training and credentials. Despite feeling unprepared, STEM
educators utilize inclusive pedagogical practices focusing on academics, engagement, and
physical support to aid learning for students with disabilities in inclusive STEM
classrooms. Included are recommendations to redesign educator training, improve
assessment accessibility, implement inquiry-based teaching practices, incorporate
assistive technology, and revamp lab workstations to best support students with
disabilities in inclusive STEM lab-based classrooms. |
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