Broadening Participation of Students with Disabilities in STEM

Content in the following articles provide guidance regarding the selection and implementation of evidence-based practices and promising interventions for DO-IT projects.

AccessSTEM. (2007). AccessSTEM: Building capacity to include students with disabilities in science, technology, engineering, and mathematics fields. Seattle: University of Washington.

Alston, R. J., Bell, T. J. & Hampton, J. L. (2002). Learning disability and career entry into the sciences: A critical analysis of attitudinal factors. Journal of Career Development, 28(4), 263-275.

Ampaw, F., & Jaeger, A. (2011). Understanding the factors affecting degree completion of doctoral women in the science and engineering fields. New Directions for Institutional Research, 152, 59-73. 

Blaser, B., Ladner, R., & Burgstahler, S. (2016). Lessons learned: Engaging students with disabilities on a national scale. In proceedings from RESPECT '16: Research on Equity and Sustained Participation in Engineering, Computing, and Technology. IEEE.

Blaser, B., Steele, K.M., & Burgstahler, S.B. (2015). Including universal design in engineering courses to attract diverse students. Proceedings from the ASEE Annual Meeting, Seattle, WA.

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition. National Center on Secondary Education and Transition Research to Practice Brief, 2(1).

Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Social Inclusion, 3(6), 69-79. http://dx.doi.org/10.17645/si.v3i6.420

Burgstahler, S., Ladner, R., & Bellman, S. (2012). Strategies for increasing the participation in computing of students with disabilities. ACM Inroads, 3(4), 42-48.

Burgstahler, S., Ladner, R., & Comden, D. (2008). Broadening participation of people with disabilities in computing fields. In ASEE/IEEE Frontiers in Education Conference (pp. 12-15). Milwaukee, WI: IEEE.

Burgstahler, S., Stefanich, G., & Stodden, R. (2014). College students with disabilities in STEM: Expanding opportunities by enhancing communication of evidence-based information with stakeholders. In B. S. Duerstock & C. A. Shingledecker, Eds. (pp. 48-60). From college to careers: Fostering inclusion of persons with disabilities in STEM. Washington, D.C.: American Association for the Advancement of Science. Retrieved from http://science.sciencemag.org/content/344/6185/765.3

Committee on Equal Opportunities in Science and Engineering (CEOSE). (2013). Broadening participation in America's STEM workforce. The 2011-2012 Biennial Reports to Congress. NSF: Author. Retrieved from
http://www.nsf.gov/od/oia/activities/ceose/reports/Full_2011-2012_CEOSE_...

Congressional Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development (2000, September). Land of plenty: Diversity as America's competitive edge in science, engineering and technology. Washington, DC: Author.

Dunn, C., Rabren, K. S, Taylor, S. L, & Dotson, C. K. (2012). Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics. Intervention in School and Clinic, 48(1), 47-54.

Friedman, A. (Ed.) (2008). Framework for evaluating impacts of informal science education projects. Arlington, VA: National Science Foundation.

Grout, I. (2015). Supporting access to STEM subjects in higher education for students with disabilities using remote laboratories. In the proceedings from REV '15: Remote Engineering and Virtual Instrumentation, 7-13.

Kortering, L., McClannon, T., & Braziel, P. (2005). What algebra and biology students have to say about universal design for learning. National Center on Secondary Education and Transition Research to Practice Brief, 4(2).

Ladner, R., & Burgstahler, S. (2017). Expanding the pipeline: Broadening participation in computing fields by preparing more professionals with disabilities. Computing Research News, 29(5), 55-58.

Ladner, R., & Burgstahler, S. (2015). Increasing the participation of individuals with disabilities in computing. Communications of the ACM, 58(12), 33-36. http://dx.doi.org/10.1145/2835961

Ladner, R., & Israel, M. (2016). "For all" in "computer science for all." Communications of the ACM, 9, 26-28. https://doi.org/10.1145/2971329

Ladner, R. & Stefik, A. (2017, June). AccessCSforAll: Making Computer Science Accessible to K-12 Students in the United States. SIGACCESS Newsletter, 118.

Ladner, R., & VanDeGrift, T. (2011). Broadening Participation (Part 1), ACM Transactions, 11(2).

Ladner, R., & VanDeGrift, T. (2011). Broadening Participation (Part 2), ACM Transactions, 11(3).

Martin, J. K., Stumbo, N. J., Martin, L. G., Collins, K. D., Hedrick, B. N., Nordstrom, D., & Peterson, M. (2011). Recruitment of students with disabilities: Exploration of science, technology, engineering, and mathematics. Journal of Postsecondary Education and Disability, 24(4), 285-299.

Moriarty, M.A. (2007). Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. Equity and Excellence in Education, 40(3), 252-265.

Lee, A. (2011). A comparison of postsecondary science, technology, engineering, and mathematics (STEM) enrollment for students with and without disabilities. Career Development for Exceptional Individuals, 34(2), 72-82.

Lee, A. (2014). Students with disabilities choosing science technology engineering and math (STEM) majors in postsecondary institutions. Journal of Postsecondary Education and Disability, 27(3), 261-272.

Taylor, V., & Ladner, R. (2012). Where are the minorities in computing?, Computing Research News, 24(2), 2.

White, J. L., & Massiha, G. H. (2015). Strategies to increase representation of students with disabilities in science, technology, engineering and mathematics (STEM). International Journal of Evaluation and Research in Education, 4(3), 89-93.