AccessSTEM

Background

Many students have difficulty seeing the connections between the separate and distinct subjects presented in school. Students at all ability levels often ask, "Well, what does this have to do with that?" They wonder what the purposes of certain lessons or even entire subjects are. When students also struggle with a learning disability, which can make communication and comprehension even more challenging, it is no wonder they often disengage from the classroom.

Taking classes in science, technology, engineering, and mathematics (STEM) in high school, graduating from high school, and participating in career and work-based learning activities, are all important steps towards a career in STEM.

Educators, parents, and other advocates can help students reach these critical junctures by providing mentor and family support, promoting the use of technology, engaging students in activities designed to develop self-determination and STEM interests, and offering internships, research experiences, and/or other work-based learning opportunities.

The training and resource needs of distance learning professionals regarding how to make courses welcoming and accessible to students with disabilities depends on their respective roles. Key stakeholder groups include program administrators, course designers, instructors, and evaluators. Training for these individuals should be tailored to their unique needs and may include content related to access challenges for people with disabilities, legal requirements, accessibility guidelines/standards, design techniques, and resources.

The civil rights of people with disabilities were not specifically addressed in federal legislation until 1973 with the passing of the Rehabilitation Act.

All-Alaska Academy offers week-long transition camps for students with disabilities to aid them in their transition from secondary to postsecondary institutions or from school to work. Participants attend as part of a team from their district. Teams focus on fostering an academic learning experience for both students and educators.

Orientation and mobility (O & M) specialists work with individuals with visual impairments to help them learn how to safely navigate their environment. On a postsecondary campus, an O & M specialist could help an individual plan campus routes, apply techniques for safe indoor and outdoor mobility, and analyze intersections and traffic patterns. These services are typically available through state agencies that coordinate services for people who are blind.

After successfully completing high school, people with Attention-Deficit/Hyperactivity Disorder (AD/HD) may feel that they no longer require supports to succeed. However, AD/HD can impact behavior and performance both in college and at work. College and employment present new responsibilities and new challenges; coping with AD/HD often requires a lifelong effort. Planning and preparation can smooth potentially challenging postsecondary transitions.

The University of Washington is working hard to ensure that the campus community understands opportunities for students with disabilities.

Making Math, Science, and Technology Instruction Accessible to Students with Disabilities is a resource designed to help preservice and inservice educators fully include students with disabilities in science, technology, engineering, and mathematics (STEM) instruction. The materials can be used for individual instruction and to deliver training to preservice and inservice teachers at all academic levels. Engaging videos are included.