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As part of the Inclusive Science Education Fellows at UMN this fall, I [Kelly] have been doing a lot of reading and learning about the experiences of students with disabilities. I thought I'd share some of the papers I read last week!
First up was Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities by @mariel_pfeifer et al. which helped me learn about how students with disabilities have to self-advocate. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00233-4
Next, we learned about how to modify active learning to be more inclusive of students with disabilities by reading Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities by @LoganGin et al.
https://www.lifescied.org/doi/full/10.1187/cbe.20-03-0049
https://www.lifescied.org/doi/full/10.1187/cbe.20-03-0049
I also read about concealable stigmatized identities which can include having a disability or being neurodiverse. I started with reading about students with depression by @Katey_Cooper et al., https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00216-5
Finally, I read this paper from Bettencourt et al. about faculty focus groups and how STEM faculty interact with DRCs and providing accommodations.
https://eric.ed.gov/?id=EJ1214251
https://eric.ed.gov/?id=EJ1214251
Finally! A link to this great Inclusive Science Education Fellows program at UMN's College of Biological Sciences led by @SethKThompson and Meaghan Stein.
https://cbs.umn.edu/hhmi-grants/pathways/inclusiveteaching
https://cbs.umn.edu/hhmi-grants/pathways/inclusiveteaching
