STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution

Love, Tyler S.; Kreiser, Nicole L.; Camargo, Elsa; Grubbs, Michael E.; Kim, Eujin Julia; Burge, Penny L.; Culver, Steven M.

doi:10.11114/jets.v3i1.573

Cited by 48 publications

(67 citation statements)

References 10 publications

(12 reference statements)

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“…This research has shown that insufficient experience and training in the field of disability was considered to be one of the main barriers to inclusivity in the university, as other studies (Lovet et al, 2015;Moswela & Mukhopadhyay, 2011) have confirmed. However, there are other contributing factors.…”

Section: Conclusion and Discussionsupporting

confidence: 55%

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

Moriña¹,

Perera²,

Melero³

2019

British J Special Edu

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This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members.

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Section: Conclusion and Discussionsupporting

confidence: 55%

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

Moriña¹,

Perera²,

Melero³

2019

British J Special Edu

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“…Various authors discuss negative systemic issues faced by disabled students in higher education including accessibility, level of participation, stigmatization, lack of financial support, difficulty seeking accommodation [4,[51][52][53][54][55][56], lack of awareness of faculty and peers [51,55], identity of the disabled student [4,52,57], and career choice and development [58][59][60][61]. The Canadian organization, National Educational Association of Disabled Students (NEADS), produced a report in 2018 on the situation of Canadian graduate students with a disability [15] highlighting various problems faced by disabled graduate researchers.…”

Section: Role Identity and Career Developmentmentioning

confidence: 99%

“…We find this surprising and problematic. There are many problems disabled students encounter as part of their university experience: accessibility, stigmatization, lack of financial support, difficulty seeking accommodation, lack of awareness of faculty and peers, and the identity of the disabled student [4,[51][52][53][54][55][56][57][58][59][60][61]. Disabled graduate students indicated less satisfaction in all questions related to research experience than non-disabled graduate students in a 2018 study by the National Educational Association of Disabled Students (NEADS) [15].…”

Section: Conclusion and Future Researchmentioning

confidence: 99%

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Lillywhite

Wolbring

2019

Education Sciences

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Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one's role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

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“…Por otro lado, las investigaciones evidencian que el profesorado no está formado en el uso de las metodologías pedagógicas más adecuadas para hacer frente a un aula diversa. En diferentes trabajos se plantea que el profesorado no está preparado para atender o dar respuesta a las necesidades de aprendizaje de estos estudiantes (Cardoso, 2013;Lovet et al, 2015;Moriña, Cortés y Molina, 2015;Moswela y Mukhopadhyay, 2011).…”

Section: Introductionunclassified

Acciones del profesorado para una práctica inclusiva en la universidad

2019

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RESUMEN En este artículo se analizan las acciones que el profesorado de una universidad española realiza para contribuir a la inclusión del alumnado con discapacidad. Para llevar a cabo el estudio realizamos entrevistas semiestructuradas a 20 docentes. Los resultados presentan diferentes acciones que el profesorado puso en práctica para ajustar la metodología, los materiales, y la evaluación. En las conclusiones, se plantea la necesidad de que en las asignaturas se contemplen actuaciones que hagan posible la respuesta a las necesidades derivadas de la discapacidad, así como se recomienda planificar los proyectos docentes desde los principios del diseño universal del aprendizaje.

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STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution

Cited by 48 publications

References 10 publications

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Acciones del profesorado para una práctica inclusiva en la universidad

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