Learning in science, technology, engineering, and mathematics: Supporting students with learning disabilities.

Asghar, Anila; Sladeczek, Ingrid E.; Mercier, Julien; Beaudoin, Emily

doi:10.1037/cap0000111

Cited by 15 publications

(12 citation statements)

References 101 publications

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“…Executive function difficulties in LD can interfere with the higher-level skills of organization, abstract reasoning, attention, planning, and/or time management ( Moll et al, 2016 ; Smith-Spark et al, 2016 ). Such cognitive processing issues pose additional challenges for students with LDs in science, technology, engineering, and math (STEM) fields of study ( Asghar et al, 2017 ). The inquiry-oriented problem-based learning used in STEM instruction places substantial demands on students’ cognitive processing and speed ( Brigham et al, 2011 ), which can magnify challenges for students with LDs ( Asghar et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Such cognitive processing issues pose additional challenges for students with LDs in science, technology, engineering, and math (STEM) fields of study ( Asghar et al, 2017 ). The inquiry-oriented problem-based learning used in STEM instruction places substantial demands on students’ cognitive processing and speed ( Brigham et al, 2011 ), which can magnify challenges for students with LDs ( Asghar et al, 2017 ). For undergraduates, the 48% STEM-attrition rate ( Chen and Ho, 2012 ) may further compound concerns regarding college persistence for students with LDs in STEM.…”

Section: Introductionmentioning

confidence: 99%

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Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

et al. 2018

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Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for 2 years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self-efficacy (p = 0.001), campus connection (p < 0.001), professional development (p ≤ 0.002), and self-advocacy (p < 0.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the postsecondary educational environment and the young adults’ sociocultural context.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

et al. 2018

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“…Luonnontieteiden opettajilla on yleensä vähän kokemusta tai taitoja huomioida tukea tarvitsevia oppilaita (Norman, Caseau, & Stefanich, 1998;Kousa & Aksela, 2019). Tukea tarvitsevien oppilaiden oppimista luonnontieteissä on tutkittu melko vähän eikä inklusiivisen koulun edellyttämiä muutoksia ole tarkasteltu riittävästi opettajankoulutuksen luonnontieteiden opetuksessa (Asghar, Sladeczek, Mercier, & Beaudoin, 2017). Luokanopettajaopiskelijoiden kiinnostuksen luonnontieteiden opetukseen on huomattu vähenevän entisestään (Gilbert & Byers, 2017) ja heidän minäpystyvyytensä luonnontieteiden opetuksen suhteen on havaittu matalaksi (esim.…”

Section: Luonnontieteiden Oppimisen Tukeminen Osaksi Opettajankoulutustaunclassified

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

Sormunen¹,

Hartikainen-Ahia²,

Koskela³

2021

LUMAT

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Oppilaiden diversiteetti on inkluusioajattelun lähtökohta. Opettaja tarvitsee tietoja ja taitoja diversiteetin havaitsemiseen ja oppilaiden tukemiseen. Tutkimuksessa selvitämme, millaisia ennakkokäsityksiä opettajaopiskelijoilla on luonnontieteiden opetukseen liittyvistä tuen tarpeista. Käsityksiä kartoitettiin e-kyselyllä monialaisten opintojen luonnontieteiden opintojaksolla vuosina 2015–2018. Kyselyyn vastasi 491 luokan- ja erityisluokanopettajaopiskelijaa, joista tutkimusluvan antoi 468. Aineisto analysoitiin sisällönanalyysillä. Enemmistö opiskelijoista tarkasteli oppilaiden diversiteettiä ongelmakeskeisesti, jolloin tuki nähtiin ratkaisuna diagnosoituun oppimisvaikeuteen. Opettajaopiskelijat käsittelivät oppilaiden tuen tarvetta myös oppiaineiden sisältöihin ja opetustapahtumaan liittyen. Luonnontieteiden opetustilanteet tulisi rakentaa diversiteettia huomioivaksi, jolloin diversiteetti-käsite kattaa kaikki perusopetuksen oppilaat monipuolisesti ymmärrettyinä yksilöinä. In English Student diversity is the starting point for inclusive thinking. The teacher needs knowledge and skills to detect diversity and support students. In this study, we will investigate what kinds of preconceptions students have about the need for support in science education. Perceptions were surveyed in an electronic questionnaire during the 2015–2018 Interdisciplinary Studies in Natural Sciences. Totally, 491 class and special class teacher students, of whom 468 were granted research permission, answered the questionnaire. The data was analysed by content analysis. Most students looked at student diversity in a problem-oriented manner and support was seen as a solution to diagnosed learning disability. Teacher students also looked at the need for support in terms of subject content and teaching activities. Science teaching situations should be built with diversity in mind, so that the concept of diversity includes all students in basic education as diverse individuals.

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“…Executive function difficulties in LD can interfere with the higher-level skills of organization, abstract reasoning, attention, planning, and/or time management (Moll et al, 2016;Smith-Spark et al, 2016). Such cognitive processing issues pose additional challenges for students with LDs in science, technology, engineering, and math (STEM) fields of study (Asghar et al, 2017). The inquiryoriented problem-based learning used in STEM instruction places substantial demands on students' cognitive processing and speed (Brigham et al, 2011), which can magnify challenges for students with LDs (Asghar et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

How Can Education Better Support the Mental Health & Wellbeing of Young People? Contributions From Developmental Psychopathology & Educational Effectiveness Research

Hall¹,

Kreppner²

2019

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research

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Learning in science, technology, engineering, and mathematics: Supporting students with learning disabilities.

Cited by 15 publications

References 101 publications

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

How Can Education Better Support the Mental Health & Wellbeing of Young People? Contributions From Developmental Psychopathology & Educational Effectiveness Research

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