Inclusive Science Education: Barriers, Accommodations, and Access to Science for Students with Exceptionalities, Grace Lanouette, UG '22 (2307101)
The quality of STEM education for persons with exceptionalities is often lacking. Our research team set out to investigate barriers and accommodations for students with giftedness and disabilities. This project served as the background of a literature review for an educator handbook aiming to improve educational experiences for students with exceptionalities. Throughout our research, the question of STEM education for students with exceptionalities not only delved into the sciences, but blended other disciplines such as sociology, psychology, and economics. We focused on three key research questions: (1) What is the best way to learn STEM? (2) How do socioeconomic and racial backgrounds impact the identification and experiences of exceptional students in science classrooms? (3) What is the current state of laboratory and field trip accessibility and accommodations for students with physical and sensory disabilities in science? Over the course of this research project, we strove to promote equity and excellence through education for all. This is not only a moral imperative, but a practical societal issue regarding the future of STEM.