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Abstract
This paper positions science outreach as a structured and accessible form of experiential learning for neurodivergent STEM scholars. Grounded in Beard and Wilson’s (2018) learning waves framework, we argue that outreach offers predictable experiential phases, guided reflection, and supportive mentoring that collectively foster identity development and career readiness. Drawing on the AIE: STEMPLOS program, we illustrate how tiered mentoring, intentionally designed outreach activities, and reflective tools such as the Birkman® assessment help scholars articulate strengths, understand communication and work‑style preferences, and navigate real‑world professional contexts. Program outcomes demonstrate increased confidence, improved communication skills, and strengthened STEM identity among participants. By embedding accessibility into the design of experiential learning—rather than relying on individual accommodations—this approach expands inclusive pathways in STEM and highlights outreach as a transformative gateway for neurodivergent students entering professional and academic communities.
Recommended Citation
Monroe, Christin B. and Matte, Rebecca W.
(2026)
"Accessible Outreach as Experiential Learning: A Transformative Gateway for Neurodivergent STEM Scholars,"
Journal of Science Education for Students with Disabilities: Vol. 29
:
Iss.
1, Article 8.
Available at:
https://repository.rit.edu/jsesd/vol29/iss1/8
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