Narrative Inquiry on the Teaching of STEM to Blind High School Students

Villanueva, Idalis; Stefano, Marialuisa Di

doi:10.3390/educsci7040089

Cited by 11 publications

(4 citation statements)

References 29 publications

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“…Some examples include the Alabama Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AASD-STEM) (Dunn et al, 2018), the Pacific Alliance project (Takahashi et al, 2018) and the National Federation of the Blind Engineering Quotient (NFB EQ) from 2013 to 2016 in Baltimore, Maryland (I. Villanueva & Di Stefano, 2017).…”

Section: Resultsmentioning

confidence: 99%

A bibliometric and descriptive analysis of inclusive education in science education

Comarú

Lopes

Braga³

et al. 2021

Studies in Science Education

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This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles published between 2009 and July 2019 were selected as dealing specifically with the subject. An increase in the number of articles associating Science teaching (ST) and Inclusive Education (IE) was noted. The journals that published the most, the most productive authors in the area and their collaboration networks were identified. A content analysis of the research was also carried out and the main investigated topics were pointed out. Educational levels, types of disabilities, central themes and specific science areas prevailing in the mapped research were also indicated. We conclude that, despite the growing number of articles, scientific production associating SE and IE is still small, concentrated, and not shared with the scientific community through scientific education journals, and that most research is focused on the use of methodologies and resources, and not on their development.

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Section: Resultsmentioning

confidence: 99%

A bibliometric and descriptive analysis of inclusive education in science education

Comarú

Lopes

Braga³

et al. 2021

Studies in Science Education

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“…An additional issue warranting attention is the implementation and assessment of educational practices, particularly as they pertain to students with disabilities. It is essential to consider the unique circumstances of these students when applying various methodologies (King-Sears & Johnson, 2020;Mallidis-Malessas et al, 2022;Villanueva & Di Stefano, 2017). Apanasionok et al (2020) highlight that students with developmental disabilities encounter difficulties accessing mainstream science programs, which consequently exacerbates the science attainment gap between students with and without disabilities.…”

Section: Discussionmentioning

confidence: 99%

Examining the implementations related to teaching science to students with disabilities

Kryukova

Rastorgueva

Popova

et al. 2023

EURASIA J Math Sci Tech Ed

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This study presents a systematic review of research on teaching science to children with disabilities, highlighting the significance of providing a high-quality science education to promote equity and inclusion. Science education enables students to investigate the natural world, cultivate critical thinking, and solve problems. Teaching science to children with disabilities presents unique challenges, including diverse learning requirements, the availability of resources, and effective teaching practices. This review seeks to investigate the Scopus database’s literature, identify patterns, trends, and knowledge gaps, and identify potential areas for future research, ultimately contributing to a more inclusive, scientifically driven society. Initial screening of 420 publications based on predetermined criteria resulted in the selection of 50 publications. 18 publications were declared appropriate for inclusion in the study after a thorough review of their full texts. This qualitative research study conducted an in-depth examination and content analysis of selected articles to identify research-relevant themes. The studies were categorized under four major headings based on their interventions and practices, allowing for a thorough comprehension and comparison of the various approaches and strategies utilized. Various studies have examined the effectiveness of technological tools, approaches, and strategies to improve science and related subject learning outcomes for children with disabilities, according to their findings. The research highlights the significance of adapting pedagogical strategies and materials to the unique circumstances of each student and employing a variety of research methodologies to gain insight into diverse educational settings. Researchers can refine educational practices by customizing educational interventions and employing multiple data collection instruments, thereby ensuring inclusive and productive learning experiences for all students.

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“…Altri studi estendono questa riflessione, mettendo in luce anche la maggiore efficacia degli insegnanti non vedenti nell'apprendimento degli allievi, con e senza deficit visivo. Essa assume una diversa connotazione rispetto agli elementi delineati sopra: viene infatti sottolineato il loro stile comunicativo chiaro e la loro capacità di offrire spiegazioni molto dettagliate e coinvolgenti, accompagnate, laddove necessario, dalla messa a disposizione di esperienze tattili e sensoriali (Lamichhane, 2016;Villanueva & Di Stefano, 2017).…”

Section: Efficacia Didatticaunclassified

Teachers with disabilities: a systematic review of the international literature

Bellacicco

Ianes²,

Macchia³

2022

Form@re

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Despite an increasingly heterogeneous student population, the teaching staff is still characterized by a high level of homogeneity and the under-representation of teachers with disabilities. Research on the issue is also quite limited. To fill this knowledge gap, in this article we present a systematic review conducted by selecting primary studies published between 1990 and 2018 investigating the experiences of teachers with disabilities. The 32 included studies were evaluated in terms of methodological rigor and analyzed through thematic analysis, from which 9 categories emerged. The latter highlight the full potential of these teachers, both in terms of teaching effectiveness and greater understanding of special needs in the classroom, but at the same time they underline the complexity of their careers in learning settings, still partly permeated by ableism and discriminatory practices. Insegnanti con disabilità e DSA: una revisione sistematica della letteratura internazionale. Pur a fronte di una popolazione studentesca sempre più eterogenea, il corpo docente è ancora caratterizzato da una forte omogeneità e dalla sottorappresentazione di insegnanti con disabilità/DSA. Anche la ricerca sul tema è assai limitata. Per colmare questo gap conoscitivo, in questo articolo presentiamo una systematic review, condotta selezionando gli studi primari pubblicati tra il 1990 e il 2018 sulle esperienze di docenti con disabilità/DSA. I 32 studi inclusi sono stati valutati dal punto di vista del rigore metodologico e analizzati mediante un’analisi tematica, da cui sono emerse 9 categorie. Queste ultime mettono in luce tutto il potenziale di questi insegnanti, sia sul fronte dell’efficacia didattica che della maggiore comprensione dei bisogni speciali in classe, ma allo stesso tempo sottolineano la complessità delle loro carriere in setting di apprendimento ancora in parte permeati da una cultura abilista e da pratiche discriminatorie.

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Narrative Inquiry on the Teaching of STEM to Blind High School Students

Cited by 11 publications

References 29 publications

A bibliometric and descriptive analysis of inclusive education in science education

A bibliometric and descriptive analysis of inclusive education in science education

Examining the implementations related to teaching science to students with disabilities

Teachers with disabilities: a systematic review of the international literature

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