INCLUDING K–12 STUDENTS WITH DISABILITIES IN STEM EDUCATION AND PLANNING FOR INCLUSION

Oct 15, 2026

Uploaded by dabgoudw

Study examines instructional practices that help K–12 students with disabilities access STEM environments and build 21st-century competencies, alongside how teachers plan for inclusion across elementary, middle, and high schools. A qualitative study uses interviews with 13 teachers from 12 US public schools in a suburban Virginia district to report key practices, describe access and barriers, and identify desirable PD and collaboration opportunities. Findings suggest seven practices support access, three barriers hinder STEM project participation, and teacher collaboration plus disability knowledge are needed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Purpose and research questions

STEM education and inclusion concepts

Qualitative study approach and participants

INCLUDING K–12 STUDENTS WITH DISABILITIES IN STEM EDUCATION AND PLANNING FOR INCLUSION CINDY C. KLIMAITIS Roanoke County Public Schools Roanoke, Virginia, U. S.A. CAROL A. MULLEN Virginia Tech Roanoke, Virginia, U. S.A. ABSTRACT This study addresses the knowledge gap on instructional practices that enable K–12 students with disabilities (SWD) to access STEM environments and develop 21st-century skills. A related purpose is to examine teachers’planning for inclusion in elementary, middle, and high schools. STEM curriculum integrates two or more of the disciplines for approaching real-world problems. STEM lessons facilitate opportunities for students with special needs to develop their competencies and prepare for college and careers in a global economy. The primary question guiding this qualitative study was, What are teachers’perceptions of instructional practices for STEM lessons for SWD in a suburban Virginia school division? Interviewees were 13 teachers from 12 US public schools. Drawing upon school practitioner responses, key instructional practices involving STEM lessons for SWD are reported. Access and barriers to STEM learning for SWDare also described, in addition to the PD considered desirable by participating teachers and opportunities for collaborating on STEM lessons. It was found that seven practices across the school levels enabled SWD to access STEM lessons. Three barriers for SWD’s participation in STEM projects were also identified. The need for PD targeting teacher collaboration and student disability knowledge was another outcome. The information gained should increase awareness of effective instructional practices for supporting SWD in STEM education and planning for inclusion. This study addresses the knowledge gap on instructional practices that enable K–12 students with disabilities (SWD) to access STEM environments and develop 21st-century skills. A related purpose is to examine teachers’ planning for inclusion in elementary, middle, and high schools. Instructional practices involving students with special needs in STEM projects may not be widely known. Barriers to inclusion within STEM educational settings still exist. Teachers’perceptionsand experiences of instruction that involves SWD in STEM classrooms are central to this discussion. The most important contributors to STEM learning are educators’ content knowledge and pedagogical practices (Nite et al., 2017). Because teachers are influential, we sought to find out what they think and do. Access and barriers to STEM education, also of interest to the current study, are reflected in the global workforce; notably, SWD remain underrepresented in STEM fields (Lee, 2011) . Educators need to know what best practices in STEM enable SWD to develop 21st-century skills and, conversely, what prevents their participation and development. Education leaders may influence all these dynamics, including targeted professional development (PD) and continuing education. Utilizing teachers’ thoughts and recommendations, we offer insight into inclusion in STEM contexts, extending to targeted PD. Educational Planning Winter 2021 27 Vol. 28, No. 2 The question guiding this qualitative study was: What are teachers’ perceptions of instructional practices for STEM lessons for SWD ina suburban Virginia school division? Secondary questions were: What do teachers think helps SWD gain access to STEM lessons? What do teachers think are barriers for SWD participating in STEM lessons? What kind of PD is needed to improve inclusivity ofSWD in STEM lessons? STEM is increasingly popular inK–12 public schools, with calls for integrative approaches to teaching the four disciplines (Estapa & Tank, 2017) . Education systems worldwide are being expected to infuse STEM within various subjects (e.g., English/language arts) (Bybee, 2013; Hallinen, 2019; Klimaitis & Zakierski, 2019) . STEM lessons should promote skills and content in the disciplinesand be integrated i

FAQs

What is the main purpose of the study?

The study addresses gaps in instructional practices that enable K–12 students with disabilities to access STEM and develop 21st-century skills, and it examines how teachers plan for inclusion across school levels.

How was the qualitative study conducted?

Interviewees were 13 teachers from 12 US public schools in a suburban Virginia school division.

What barriers and support needs were identified for SWD in STEM projects?

The study identified seven instructional practices that enabled SWD to access STEM lessons and also found three barriers for SWD’s participation in STEM projects, with a need for professional development targeting teacher collaboration and disability knowledge.

Oct 15, 2026

Uploaded by dabgoudw