11/18/2023 0 Comments Uga drc notetaker paperworkMultiple factors contributing to the attrition of students with disabilities from STEM have been identified. Although interested in STEM, many students with disabilities will leave their initially intended STEM majors before completing a STEM degree ( NSF, 2021). In fact, students with disabilities show similar rates of STEM major selection as students without disabilities ( Lee, 2022). Students with disabilities are interested in pursuing STEM majors. We then present our guiding theoretical framework and research questions. In the following sections, we build the scholarly context for our study by introducing our study population and summarizing what is currently known about how active learning influences the experiences of students with disabilities in undergraduate STEM courses. Understanding the perspectives of students with ADHD/SLD is needed, because they are experts about their own experiences, and in our view, many STEM courses were designed with limited, if any, consideration for their unique needs or preferences. Our participants were registered with a campus disability resource center. In this study, we center the voices of STEM majors with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD) to characterize how they perceive various active-learning practices in their undergraduate STEM courses as influencing their learning and their self-advocacy. We conducted an exploratory study using participant interviews to advance our understanding of how active learning affects students with disabilities. Limited pedagogical training and finite empirical knowledge of student experiences are likely contributing to the attrition of students with disabilities from STEM majors. Moreover, few studies examine how specific teaching practices influence the experiences of students with some of the most common disabilities within undergraduate STEM courses. College STEM instructors typically receive limited, if any, pedagogical training to support students with disabilities in their courses ( Love et al., 2015). Students with disabilities are one of the largest underrepresented groups of students within college science, technology, engineering, and mathematics (STEM) courses and nearly 20% of undergraduates report a disability ( National Science Foundation, 2021). Suggestions for research and teaching are provided. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more-inclusive active-learning STEM courses. Active learning was also reported to influence self-advocacy for some participants, and examples of self-advocacy in active-learning STEM courses were identified. ![]() Many of the active-learning barriers could be attributed to issues related to fidelity of implementation of a particular active-learning strategy and limited awareness of universal design for learning. Participants described how they perceived active learning in their STEM courses to support or hinder their learning and how active learning affected their self-advocacy. ![]() ![]() Semistructured interviews were conducted with 25 STEM majors with ADHD/SLD registered with a campus disability resource center at a single university, and data were analyzed using qualitative methods. We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate science, technology, engineering, and mathematics (STEM) courses. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). ![]() One group often overlooked in higher education research is students with disabilities. Our understanding of how active learning affects different groups of students is still developing.
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