Action Steps for Individual Stakeholders

Participants were asked to share what individual stakeholders (e.g., students with disabilities, teachers, parents) can do to promote the success of students with disabilities in STEM studies and careers. Following are their responses:

Students can:

  • Learn to articulate specific accommodations
  • Self-advocate
  • Communicate with others about their disabilities and be proactive
  • Promote the cooperation of others
  • Develop strategies for self-promotion
  • Ask questions and express individual needs
  • Take responsibility for their learning
  • Meet grade level expectations
  • Know their strengths and limitations
  • Participate in their Individual Education Programs (IEPs)

Teachers can:

  • Know about resources for students with disabilities
  • Require framed (step-by-step) note taking
  • Highlight or bold requirements on assignments
  • Simplify handouts
  • Be flexible
  • Have a positive attitude towards students
  • Use technology in presentations
  • Use email as a communication option
  • Require that all group participants are actively engaged
  • Encourage students to participate
  • Make the classroom environment/arrangement accessible to all students
  • Teach to a variety of student strengths
  • Have large print materials as an option
  • Help students be proactive. Help them become their own advocates
  • Encourage communication between special education and regular education departments
  • Encourage parent involvement
  • Recognize abilities of students with disabilities
  • Apply universal design in preparing lessons
  • Offer different modes of assessment (e.g., tests in multiple formats, presentations, projects)

Parents can:

  • Encourage and support the student
  • Coordinate with the teacher and student regarding accessibility and accommodations
  • Locate mentors and role models for the student
  • Avoid being an enabler
  • Learn to let go
  • Help the student set up a study group
  • Go to IEP meetings and give feedback
  • Encourage the student to participate in IEP meetings
  • Recognize the "abilities" within the disability
  • Tap into special talents of the student
  • Ask questions and be flexible
  • Be an advocate for the student
  • Provide the student with needed school materials at home
  • Allow students to increase in independence