Accommodations + Environmental Modifications = STEM Access for Students with Disabilities

Source: Klimaitis, C. C., & Mullen, C. A. (2021). Including K–12 students with disabilities in STEM education and planning for inclusion. Educational Planning, 28(2), 27–43.

Criteria for selection: This qualitative design study brings forth insight on how STEM can utilize inclusive practices for students with disabilities throughout K-12 schools.

LEARN Brief Credits: Dr. April Mustian, Dr. Jeannie Haubert, Ashlea Sovetts, MFA

Overview: 

This qualitative study examined the instructional practices that support the inclusion of students with disabilities (SWD) in K–12 STEM classrooms across a suburban Virginia school district. Specifically, the study sought teachers’ perceptions of instructional practices for STEM lessons for SWD, what teachers thought helped SWD gain access to STEM lessons, what teachers thought were barriers for SWD participating in STEM lessons, and what kind of PD would be needed to improve inclusions of SWD in STEM instruction. Through interviews with 13 teachers, the researchers identified seven effective practices: IEP review, leveraging student interests, relationship building, use of support staff, hands-on learning, intentional grouping, and classroom accommodations. These practices foster access and engagement for SWD in STEM, while barriers such as limited time, insufficient adult support, and misconceptions about ability persist.

The findings highlight the importance of teacher preparation and collaboration in making STEM accessible. Teachers emphasized that student creativity and engagement are often heightened in STEM contexts, but success depends on structured support and flexible planning. The study also revealed a strong need for professional development focused on disability-specific strategies and cross-disciplinary collaboration, underscoring the role of school leaders in cultivating inclusive STEM cultures.

Overall, the research is actionable for districts seeking to expand equity in STEM. It offers concrete instructional practices that can be adopted immediately, alongside systemic recommendations around PD and policy alignment. A limitation is the narrow context, one suburban district in Virginia, and lack of racial diversity in teacher respondents, suggesting the need for replication in diverse settings. Still, the study provides a valuable roadmap for increasing STEM access and cultivating 21st-century skills for SWD.

Key Insights:

Seven specific instructional practices enable SWD to meaningfully participate in STEM:

1. IEP review: Initial knowledge of SWD was achieved by these teachers through IEP document review and communication with staff members.
2. Students’ interest: Knowledge of a student’s disability and interests guided differentiation of instruction.
3. Relationship building: Teachers’ relationships with SWD and teacher knowledge helped SWD gain access to STEM lessons.
4. Support staff: Assistance of support staff was considered essential for managing the classroom and implementing IEP accommodations.
5. Hands-on learning: Learning by doing helps SWD access STEM lessons and perform roles, jobs, and tasks.
6. Intentional grouping: Being grouped by design supports SWD during STEM lessons and facilitates their roles, contributions, and leadership opportunities.
7. Classroom accommodation: Accommodations in, and modifications to, the environment and support from others enable SWD to access STEM curriculum.

NOTE: Professional development that builds disability knowledge and teacher collaboration is essential for sustaining SWD access to STEM environments.