Is STEAM inclusion possible in special education? Pedagogical approaches in the voice of experts.
Abstract
Special education implies a double challenge to sustainable education, on the one hand, the didactic innovation to include people with different abilities in regular subjects, on the other hand, the challenge of including special people in subjects about s cience, technology, engineering, arts and mathematics (STEAM). The objective of this work is to expose the voice of experts on pedagogical approaches for special education with STEAM approach. The methodology was qualitative through the interview technique with experts in three areas of special education: down, autism and hearing impairment. The results present the strategies, as well as the limits of the STEAM approach within special education in the cases analyzed.
References
Brundtland, G. H. (1987), Informe Brundtland. Editorial: OMS Washington. Taken from http://www.un.org/es/comun/docs/?symbol=A/42/427.
Castro, F., Stuart, E., Deal, J., Varadaraj, V., & Swenor, B. K. (2023). STEM doctorate recipients with disabilities experienced early in life earn lower salaries and are underrepresented among higher academic positions. Nature Human Behaviour. https://doi.org/10.1038/s41562-023-01745-z.
Chavatzia, T. (2017). Cracking the code: Girls’ and women's education in science, technology, engineering, and mathematics (STEM) (p. 20). Paris, France: Unesco.
Du, X., & Lyublinskaya, I. (2023). Study of computer attitudes in STEM problem‐solving for students with disabilities. Computer Applications in Engineering Education, 31(1), 117–130. https://doi.org/10.1002/cae.22574.
Ellis-Robinson, T. (2021). Identity development and intersections of disability, race, and STEM: Illuminating perspectives on equity. Cultural Studies of Science Education, 16(4), 1149–1162. https://doi.org/10.1007/s11422-020-10011-x
Firestone, J. B., & McMahon, D. (2022). Using Technology to Provide Access to STEM for Students With Disabilities. TEACHING Exceptional Children, 55(2), 142–145. https://doi.org/10.1177/00400599211051390.
Fisher, K. M., Shannon-Baker, P., Greer, K., & Serianni, B. (2022). Perspectives of Students With Disabilities and Their Parents on Influences and Barriers to Joining and Staying in Extracurricular STEM Activities. The Journal of Special Education, 56(2), 110–120. https://doi.org/10.1177/00224669211054109.
Freeman, J. A., Gottfried, M. A., & Plasman, J. S. (2023). STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities. Educational Policy, 37(2), 308–338. https://doi.org/10.1177/08959048211019988.
Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE—Life Sciences Education, 20(3), ar36. https://doi.org/10.1187/cbe.21-02-0028.
Gottfried, M. A., Plasman, J., Freeman, J. A., & Dougherty, S. (2021). Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities. AERA Open, 7, 233285842199907. https://doi.org/10.1177/2332858421999078.
Griffiths, A. J., Brady, J., Riley, N., Alsip, J., Trine, V., & Gomez, L. (2021). STEM for Everyone: A Mixed Methods Approach to the Conception and Implementation of an Evaluation Process for STEM Education Programs for Students With Disabilities. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.545701.
Kirksey, J. J., Mansell, K., & Lansford, T. (2023). Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields. Policy Futures in Education, 147821032311771. https://doi.org/10.1177/14782103231177107.
Lannin, A., van Garderen, D., Abdelnaby, H., Smith, C., Juergensen, R., Folk, W., & Romine, W. (2023). Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities. Learning Disability Quarterly. https://doi.org/10.1177/07319487231187637.
Moriña, A., & Orozco, I. (2023). Teaching Experiences of Inclusive Spanish STEM Faculty with Students with Disabilities. International Journal of Science and Mathematics Education, 21(3), 993–1012. https://doi.org/10.1007/s10763-022-10276-4.
Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(1). https://doi.org/10.1187/cbe.21-12-0329.
Pfeifer, M. A., Reiter, E. M., Cordero, J. J., & Stanton, J. D. (2021). Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM. CBE—Life Sciences Education, 20(2), ar17. https://doi.org/10.1187/cbe.20-06-0107.
Romine, W., van Garderen, D., Folk, W., Lannin, A., Juergensen, R., Smith, C., Abedelnaby, H., & Milarsky, T. (2023). Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation. Learning Disability Quarterly. https://doi.org/10.1177/07319487231209505.
UN. (2015). Transforming our world: The 2030 agenda for sustainable development. New York: United Nations, Department of Economic and Social Affairs. Taken from www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1yLang=E.
Yamamoto, S. H. (2023). Preliminary Psychometric Assessment of STEM Attitude Measure for U.S. High School Students With Disabilities. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829231218767.
Yin, R. (2009): Case Study Research: Design and Methods. Sage Publications, Thousand Oaks, CA.
