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Abstract
Neurodivergent individuals bring unique perspectives and talents to STEM fields while facing distinct challenges, particularly in higher education environments that often rely on traditional learning models. Landmark College’s AIE-STEMPLOS program provides an innovative framework to empower neurodivergent STEM scholars by fostering self-awareness, advocacy, and community support. Grounded in Universal Design for Learning (UDL) principles and strengths-based approaches, the program leverages tools like the Birkman Method® to help students articulate their strengths and communication styles in professional terms. This paper examines how accessible learning strategies, peer mentorship, and individualized advising cultivate belonging, confidence, and resilience among neurodivergent STEM scholars, offering a model for inclusive and sustainable success in STEM education.
Recommended Citation
Bonhomme, Anastasio; Clark, Jaden; Wan, Madison; Woolgar, Gabrielle; Matte, Rebecca; and Monroe, Christin B.
(2025)
"The Role of Self-Awareness, Advocacy, and Support in STEM Success: Stories from Landmark College's AIE-STEMPLOS Program,"
Journal of Science Education for Students with Disabilities: Vol. 28
:
Iss.
1, Article 8.
DOI: 10.14448/jsesd.17.0004
Available at:
https://repository.rit.edu/jsesd/vol28/iss1/8
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