STEM and High School Students with Disabilities: A Qualitative Review of the Research Literature

Authors

Scott Yamamoto Ph.D., University of OregonFollow
Charlotte Y. Alverson Ph.D., University of Oregon
Laura McCoid-Goudy M.A.T., University of Oregon
Hannah Castle B.A., University of Oregon
Jacquelyn Burr M.Ed., University of Oregon

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Abstract

We conducted a qualitative review of the research literature on STEM (science, technology, engineering, mathematics) related to high school students with disabilities (SWD). We selected and analyzed 53 articles to answer two questions: (1) How are high-school SWD prepared for careers in STEM? (2) How are educators prepared to support high-school SWD for opportunities in STEM? In answering the first question, four qualitative themes emerged: (a) barriers to STEM, (b) increasing STEM opportunities, (c) STEM readiness in college and career, and (d) STEM identity. In answering the second question, three qualitative themes emerged: (a) individualizing learning and supports for SWD, (b) using technology and collaboration among educators, and (c) professional development for educators. Limitations of this review related to search terms and inclusion criteria. Implications of this review related to the need for more research on STEM enrichment programs, STEM identity, and long-term outcomes.

Recommended Citation

Yamamoto, Scott Ph.D.; Alverson, Charlotte Y. Ph.D.; McCoid-Goudy, Laura M.A.T.; Castle, Hannah B.A.; and Burr, Jacquelyn M.Ed. (2022) "STEM and High School Students with Disabilities: A Qualitative Review of the Research Literature," Journal of Science Education for Students with Disabilities: Vol. 25 : Iss. 1, Article 6.
DOI: 10.14448/jsesd.14.0006
Available at: https://repository.rit.edu/jsesd/vol25/iss1/6