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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Hlavní autor: Killian, Emily
Médium: Online
Jazyk:eng
Vydáno: Oscar Rennebohm Library 2023
On-line přístup:http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/72
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spelling edcoai_p16315coll4-72 Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes Killian, Emily 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. Science - Study and teaching (Secondary); Inclusive education; Special education; Students with disabilities; 2023-08 United States eng Text application/pdf ESC-2023-Killian Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/72
institution Edgewood College
collection OJS
language eng
format Online
author Killian, Emily
spellingShingle Killian, Emily
Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
author_facet Killian, Emily
author_sort Killian, Emily
title Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
title_short Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
title_full Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
title_fullStr Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
title_full_unstemmed Inclusive STEM Classrooms: An Analysis of Best Practices for Supporting Students with Disabilities in High School-Level Inclusive STEM Lab-Based Classes
title_sort inclusive stem classrooms: an analysis of best practices for supporting students with disabilities in high school-level inclusive stem lab-based classes
description 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.
publisher Oscar Rennebohm Library
publishDate 2023
url http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/72
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