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The Journal of Science Education for Students with Disabilities (JSESD) has been providing a peer-reviewed venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published as Open Access and online- free of charge to authors and readers. We are pleased to announce that the journal will now be indexed in ERIC (in addition to the Directory of Open Access Journals (DOAJ) and Google Scholar).

Letter from Editors

Research Articles

ISLAND Conference Articles

Teaching Techniques

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Journal of Science Education for Students with Disabilities

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The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities.

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Provide logistical support

Because I have dyslexia, I use read-out-loud software, but it is not well suited to journal articles with citations. Listening to citations makes keeping track of the paper difficult and can add hours of reading time. Some expensive software allows you to select what to read, but it can take days to mark the citations and is impractical when reading many journal articles. A tool that allows the listener to skip the citations would help.

Movies have subtitles for a reason. People might be hearing impaired or easily distracted, have trouble deciphering accents, or understand written information better. Speech-to-text technology, which enables instructors to instantly provide written versions of their lecture materials, should be used in real time during classroom discussions. Alternatively, written summaries prepared beforehand should accompany visual and oral presentations. This would allow learners to read the material as explained by the professor, rather than a textbook, multiple times for stronger comprehension.

Juliet Tegan Johnston Department of Civil, Environmental, and Geo-Engineering, University of Minnesota, Minneapolis, MN 55455, USA. Twitter: @queermsfrizzle

Wet labs are designed for people with no physical challenges. Many of us who could contribute to science have difficulties not with the techniques or knowledge but rather with the need to spend hours sitting on a lab stool. Adjustable benches and equipment would improve accessibility and the wet lab experience for all scientists.

Many fields of medicine require physicians to work on call for more than 24 hours. Although this serves as important experience, students with disabilities may find it prohibitively challenging to work so many consecutive hours. A reduction in required on-call hours would allow students with and without disabilities to thrive in their training. Students pursuing specialties with extended-call commitments could elect to gain this exposure.

Cody Lo Faculty of Medicine, University of British Columbia, Vancouver, BC V6T 1Z2, Canada. Twitter: @cody_lo

Despite being the most popular event at scientific conferences, poster sessions are probably the least accessible. As someone who struggles with low vision, I find poster sessions frustrating. Most posters have unreadable fonts, unclear images, and poor color contrast. Conference organizers should encourage poster presenters to make a 2-minute video summary of their work. The video and the presenter's contact information could then be accessed by scanning a QR code. These QR codes would help build camaraderie among researchers; unlike business cards, conference goers would have details of the presenters together with their presentations.

Edmond Sanganyado Provincial Key Laboratory of Marine Biotechnology, Shantou University, Shantou, Guangdong, 515063, China. Twitter: @ESanganyado

In physical anthropology, the majority of assessments of ancestry, sex, and age of a skeleton are based on morphological features. However, only a limited number of models are provided to demonstrate the differences. The inclusion of 3D models with differing variations of features would be helpful to every student, not just the ones who are differently abled. I believe it would bridge the divide between recently graduated students and experienced practitioners, allowing for greater mentorship of other technical aspects of the work.

Kristy A. Winter College of Humanities, Arts, and Social Sciences, Flinders University, Bedford Park, SA 5042, Australia. Twitter: @Winterhiccup

Having a disability can be very expensive. In addition to costs such as out-of-pocket fees for therapy, people with mobility impairments may pay more for rent, as accessible apartments tend to be more expensive, or more for food because of specific dietary needs. These higher costs contribute to a higher risk of poverty for people with disabilities. Therefore, increasing pay for Ph.D. students would make it more likely that students with a disability-as well as students from disadvantaged backgrounds-could pursue a scientific career.

Much of the scientific work in the field of chemistry depends on colors. For those who are color blind, the use of techniques such as acid-base titrations or spectroscopy presents a challenge. Technology could help. If an app could analyze a smartphone camera photo and correct different types of color blindness by converting the colors into decipherable patterns, it could be used not only in the lab but also to convert figures in textbooks and papers into more accessible images.

Hearing impairment affects a sizeable minority of world inhabitants. To better welcome all scientists, we must incorporate sign-language translation and closed-captioning services in scientific meetings and conferences. Computer technologies are advancing, and machine translation services are now available at a fraction of their former cost. This simple modification could have a lasting impact on the progression of science through inclusion.

Kyle J. Isaacson Department of Biomedical Engineering, University of Utah, Salt Lake City, UT 84112, USA. Twitter: @kjisaacson

Foster inclusive community

When onboarding a new member, the research group leader should affirm the entire group's commitment to accommodating anyone with a disability. Affirming this commitment to every new member ensures people with invisible disabilities are not unintentionally ignored, empowers people with a disability to disclose information and request accommodations, and sets clear expectations for those without disabilities to make accommodation requests a priority. Having this conversation during onboarding also helps form a community that is supportive of people with disabilities and in turn benefits from their unique perspectives.

As a researcher with cerebral palsy, I know first-hand the fear that comes with applying for a job when you have a disability. Will department leaders be willing to make accommodations, and will they worry that hiring me will affect productivity? Academia needs to avoid direct comparison between researchers with and without disabilities. The academic paths of researchers with disabilities may differ, for example, because of prolonged stays in hospitals or numerous surgeries and rehabilitations. However, these "hardships" make us better researchers: They push us to develop excellent organizational skills, creativity, stress resilience, emotional intelligence, and grit. Students in STEM fields need role models in the form of lecturers or professors with disabilities. They need to see that it can be done and that universities and departments are inclusive in reality and not only on paper.

Aleksandra Kosanic Ecology Team, Department of Biology, University of Konstanz, D 78457 Konstanz, Germany. Twitter: @SashaKosanic

In my field of astronaut training and operations, it is clear that humans sometimes need equipment to thrive in their environment. Just as an astronaut needs specialized technology to survive in space and a diver needs scuba gear to survive in water, people with disabilities benefit from access to the right tools. Technology, whether a brain-controlled exoskeleton, artificial limbs, or a computer-generated voice, allows us to overcome environmental challenges and transform into superhumans. If more people understood this concept, more individuals with disabilities would be involved in scientific fields.

Loredana Bessone European Space Agency, Cologne, NRW 51147, Germany. Twitter: @esa_caves

In graduate school, mental health is often put on the back burner. Encouraging more discussions about and providing more institutional support for mental health would foster a more welcoming and accepting environment. It would also allow all graduate students the opportunity to develop a better work-life balance and become more productive scientists.

The shame and stigma of disabilities caused by depression and post-traumatic stress disorder prevent the people who have them from asking for help. Breaking this barrier would be easier if colleagues and especially principal investigators and group leaders were trained to identify the signs and reach out to ensure their support. Building the basic bridge of trust and safety is the most important first step in accessing people with hidden disabilities. Supervisors should be trained to create and communicate a safe, kind environment and to access further resources for help.

Pragya Srivastava Department of Bioengineering, University of Pennsylvania, Philadelphia, PA 19104, USA. Twitter: @Prags0211

Facilitating accessible learning spaces for students with invisible disabilities poses unique challenges, since neither student nor instructor is initially aware of the other's condition. Moreover, some invisible diagnoses, such as autism spectrum disorder (ASD), carry a degree of social stigma. If they feel comfortable doing so, I believe it would be valuable for course instructors and graduate mentors affected by ASD to acknowledge this fact to their students. This would make it easier for students to open up about their own invisible challenges and reduce both perceived and actual stigmatization.

P. William Hughes Department of Ecology, Environment, and Plant Sciences, Stockholm University, Stockholm, 10691, Sweden. Twitter: @pwilliamhughes

We need to change the narrative to value the experience of overcoming adversity rather than viewing those who have overcome challenges as inferior or damaged. I'd love to see a seminar series where established principal investigators could openly discuss the challenges they faced and how they overcame those challenges. This would increase representation and a sense of belonging among people with invisible disabilities who might not otherwise know who else is out there. It would also reduce stereotyping from able scientists.

Caitlin M. Aamodt Neuroscience Interdepartmental PhD Program, University of California, Los Angeles, Los Angeles, CA 90025-4816, USA. Twitter: @CaitlinAamodt

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To mark the 30th anniversary of the Americans with Disabilities Act, we asked young scientists this question: What one thing would you change about the training or careers in your field to improve accessibility for people with visible and/or invisible disabilities? A selection of their responses is below.

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Please share this link with your networks

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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TERC white paper: Deaf or Hard of Hearing

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TERC white paper: Deaf or Hard of Hearing

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Presidents' Council on Disability Inclusion in Philanthropy

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Reflecting on Intersecting Identities - Presidents' Council on Disability Inclusion in Philanthropy
Skip to Content

Keri Gray is the founder and CEO of the Keri Gray Group. In this video, she addresses the intersections between the disability and African American communities. Click here for the video transcript.

Access Member Resources

Log in or register for access to a growing collection of member-only resources tailored to philanthropy.

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Reflecting on Intersecting Identities - Presidents' Council on Disability Inclusion in Philanthropy

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Reflecting on Intersecting Identities - Presidents' Council on Disability Inclusion in Philanthropy Skip to Content Keri Gray is the founder and CEO of the Keri Gray Group. In this video, she addresses the intersections between the disability and African American communities. Click here for the video transcript.

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Presidents' Council on Disability Inclusion in Philanthropy

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Intersections Between Race and Disability - Presidents' Council on Disability Inclusion in Philanthropy
Skip to Content

Leaders with disabilities gather at an ADA 25 Advancing Leadership event.

This resource offers insights and resources to better understand the strong connections between racism and ableism.

For our work to be truly disability-inclusive, we must recognize and learn about the ways in which racism and ableism are deeply linked. As explained by Isabella Kres-Nash:

"Racism and ableism are often thought of as parallel systems of oppression that work separately to perpetuate social hierarchy. Not only does this way of looking at the world ignore the experiences of people of color with disabilities, but it also fails to examine how race is pathologized in order to create racism. Meaning that society treats people of color in specific ways to create barriers, and these poor conditions create disability. The concept of disability has been used to justify discrimination against other groups by attributing disability to them."

We encourage you to explore the following articles and resources.

Reading on Racism and Ableism

Anti-Black Racism and Ableism

Financial Equity, Race, and Disability

Click here for the video transcript.

Access Member Resources

Log in or register for access to a growing collection of member-only resources tailored to philanthropy.

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Intersections Between Race and Disability - Presidents' Council on Disability Inclusion in Philanthropy

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Intersections Between Race and Disability - Presidents' Council on Disability Inclusion in Philanthropy Skip to Content Leaders with disabilities gather at an ADA 25 Advancing Leadership event. This resource offers insights and resources to better understand the strong connections between racism and ableism.

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National Committee For Responsive Philanthropy

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Q&A: Is the disability community part of your diversity, equity and inclusion efforts?
Discussing disabilities, DEI and the current moment with Zakiya Mabery
In this moment of racial justice reckoning, it is imperative that philanthropy lift up the voices of all Black people - especially those whose unique challenges may be sidelined because they also co-identify and co-exist as members of other historically marginalized groups.

Like people with disabilities.

According to the Centers for Disease Control and Prevention (CDC), about 1 in 4 adults in the U.S. have a disability, making the disability community one of the largest groups in the country. CDC data also show that 25% of adults within this population identify as Black.
Zakiya Mabery knows these stats and experiences firsthand and lives them daily. The founder of B. Global Diversity & Inclusion Strategic Planning, she has spent the last 12 years working with military, government and corporate leaders to help get their spaces to be safer and more inclusive spaces for their employees and audiences.

I asked Mabery about disability justice activism, the diversity, equity and inclusion (DEI) sector and what the philanthropic community can do to center the disability community in efforts to eradicate systemic racism.

What's clear is that as organizations ponder how they are showing up in the current moment and reflecting how they can share, build and wield power, they need to center decision-making authority to community voices and engaged experts like hers.

Adam Fishbein: Zakiya, how are disability activists handling this moment of racial justice reckoning?

Zakiya Mabery: Disability activists are handling this racial injustice as well as they can. But let's be clear - we have 3 major crises occurring simultaneously: COVID-19, the economic crisis and the racial injustice. Each is challenging by itself. Together, even more so.

For example, as we are preparing for students of all ages to go back to school, the digital divide is definitely on my mind. Due to COVID-19, many educational systems are either virtual or utilizing a hybrid method.

Are they making content readable for children with different learning styles and needs? Are conversations being captioned? Are they including ASL (American Sign Language) professionals on screen?

The digital divide makes these issues even greater for Black families, people of color and individuals with disabilities because not everyone has access to the technology for various reasons.

And that just doesn't affect education.

It can't be said enough: COVID-19 is affecting the Black community at disproportionate rates. Many individual marginalized communities are at increased risk of getting sick and dying from COVID-19 for a variety of reasons.

AF: What can the philanthropic community do to center the disability community in efforts to combat systemic racism?
ZM: What we need to do to combat systemic racism is for leadership in organizations to take a stance of anti-racism. That starts with hiring experienced professionals to train their people about diversity, equity and inclusion (DEI). Effective change starts at the top.

To do this, I recommend more awareness campaigns because there seems to be a real knowledge gap around the issue. There also must be a long-term commitment to addressing the issue internally.

One or 2 trainings will not change mindsets. Organizations need to have a budget for DEI training and understand that change takes time.
Lastly, it should be understood Blacks or minorities do not need to prove racism exists.

AF: What's been the biggest barrier to doing the work at this moment?
ZM: I have learned in my career that initially getting leadership on board with DEI is no easy task. In many cases, the biggest barrier is getting buy-in from senior leadership in organizations.

It's critical for them to focus on diversity, equity and inclusion from a high-level overview; seeing how the lack of inclusion is hurting the bottom line.

A potential client I spoke with last week acknowledged there was poor employee morale, performance issues, toxic leadership and communication issues in their organization. However, there wasn't a budget for DEI training at that time.

AF: Have you been surprised by anything?
ZM: I have been surprised by just how many "professionals" still think it's okay to post racially insensitive comments on social media, especially LinkedIn. I recently had a post about Black Lives Matter go viral on LinkedIn. Several comments were completely shocking! Some I had to delete due to the offense nature of the comment.

About 90% were positive and supportive, but it was still surprising to see the 10% that were not.

AF: What have you relied on for funding for your work and have you seen or received increased support for your racial justice work?
ZM: I have relied on funding from a few paid engagements. There has been an increase in requests for my services; however, many organizations have said the budget for DEI training has been cut or decreased.

Some well-financed companies even have the audacity to ask for pro bono services. Which is so wrong, on so many levels.

At the very least, it's an oxymoron: How are you going to have me, a Black Woman with multiple disabilities, speak about intersectionality, pay inequity, and being part of underrepresented marginalized groups - for free?

It's like I'm living the very topics I am lecturing about in real time. There's a cruel reality about that situation - but it's the work that many are living through.

AF: If people want to get involved or learn more about DEI work, what can they do or where can they turn?
ZM: People should start with these 5 things if they want to improve inclusion:

1. Practice kindness.

2. Have uncomfortable conversations.

3. Educate themselves.

4. Focus on solutions.

5. Stop exploiting DEI professionals by asking them to work for free.

It's clear from my discussion with Zakiya that philanthropic organizations should have Black expertw and leaders from the disability community like Mabery involved when they are planning and evaluating how they support grantees and the general public around these 3 crises.

They should also remember that their opportunity to be equitable starts the moment they begin consulting with these individuals, especially as it relates to pay and treatment.

You can learn more about Zakiya Mabery and her work by following here or following her #GameChangerChat on LinkedIn.
Adam Fishbein is NCRP's membership intern.

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Q&A: Is the disability community part of your diversity, equity and inclusion efforts? - National Committee For Responsive Philanthropy

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Discussing disabilities, DEI and the current moment with Zakiya Mabery In this moment of racial justice reckoning, it is imperative that philanthropy lift up the voices of all Black people - especially those whose unique challenges may be sidelined because they also co-identify and co-exist as members of other historically marginalized groups.

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Dr. Andriana Eliadis, Executive Education Facilitator at Cornell University, NY, USA and Director at CorporateExecutiveCoach.

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Following the recent social unrest with the death of George Floyd and the growth of the Black Lives Matter movement, there were many questions from my corporate clients of how they should bring matters of diversity, equity and inclusion (DEI) in their workplace - how should they lead so as to create an inclusive environment for all.

DEI initiatives can be challenging to design when there are so many different parameters to account for in a workplace environment. Leaders must establish a foundation in their organizations for such a culture to foster and flourish, but they cannot do it alone; employees must be part of the co-creation of this environment to be established and sustained.

How will this transpire? The initiative must begin from the top of the organization and transcend to all its layers. Creating an inclusive workplace environment lies in the leaders' responsibility to shape a workgroup climate to enhance team member experiences, engagement, well-being and performance.

Fostering inclusion necessitates that you, as the leader, support team members to comprehend what inclusion is and its significance; this can help to inspire them to engage in inclusive behaviors intrinsically. It's better to think about DEI leadership as a process designed to facilitate a specific set of actions.

There are four essential steps to creating an inclusive workplace environment.

* First, you need to take a step back and understand the current DEI climate of your organization.

You cannot just say to your people, "Be inclusive," and expect them to adhere to your DEI processes automatically. It would be best if you created a climate in which inclusive interactions are what people come to expect and value within themselves and from their colleagues.

How will you do that? Depending on your organization's size, it is vital to find out where your organization stands and where your starting point is with your DEI initiatives - what information is available, and what additional information do you need to have? Collect data to help build the holistic picture of your organization's current DEI position (for example, employee demographics, employee opinion surveys, talent management data, focus groups surveys, etc.).

You need to know what are the cultural norms and expectations of your organization. Are there any cultural tensions? What are they? Have issues involving gender representation, LGBTQ+ or race been reported in your professional setting? What are the other leaders of your organization saying and doing about DEI? What are their social skepticisms and aspirations? Can you collaborate?

* Second, you need to communicate the precise inclusive criteria and help your people comprehend your inclusion principles. Leaders need to bring transparency about what inclusion means.

* The third step is to lead by example; demonstrate an inclusive behavior and what it looks like to be inclusive.

* The fourth step is to continuously and consistently implement and emphasize inclusion standards by actively facilitating and guiding employees' behavior. Leaders need to send strong signals to their people about DEI behaviors so they understand the importance of engaging in such actions and developing a clear understanding of their role in shaping inclusion in their organization.

Of course, inclusiveness can also be dependent on peer influence and external environmental conditions. As far as peer influence is concerned, employees frequently see themselves as passive recipients of their organizational climate, thinking that that is how it was passed down to them by their leaders; however, the truth is that employees co-create an inclusive environment. They have the power to influence each other. Inclusive organizational cultures are shaped by employees who co-create inclusive experiences for all the members and behave inclusively even in their leader's absence.

DEI is a relational and social concept. In the end, it is about how employees work together and perform based on the quality of their social connections, their curiosity to learn and their ability to shift their perspectives.

Diversity is a given; what leaders can do with diversity is always a choice. How can you, as a leader, promote greater inclusion within your organization?

Forbes Coaches Council is an invitation-only community for leading business and career coaches. Do I qualify?

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Council Post: Fostering An Inclusive Environment In The Workplace

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Dr. Andriana Eliadis, Executive Education Facilitator at Cornell University, NY, USA and Director at CorporateExecutiveCoach . Following the recent social unrest with the death of George Floyd and the growth of the Black Lives Matter movement, there were many questions from my corporate clients of how they should bring matters of diversity, equity and inclusion (DEI) in their workplace - how should they lead so as to create an inclusive environment for all.

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Why do you describe this issue as being invisible?

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Why do you describe this issue as being invisible?

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What do you think teachers in STEM fields need to know about students with disabilities?  What advice do you want to give to teachers in STEM fields?

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What do you think teachers in STEM fields need to know about students with disabilities?  What advice do you want to give to teachers in STEM fields?

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What do new teachers need to understand that they may not have learned during teacher preparation?

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What do new teachers need to understand that they may not have learned during teacher preparation?

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What are some of the unique aspects of teaching in STEM fields that make it a challenging profession for people with disabilities?

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What are some of the unique aspects of teaching in STEM fields that make it a challenging profession for people with disabilities?

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What are some of the most promising inclusive practices you’ve observed or experienced?

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What are some of the most promising inclusive practices you’ve observed or experienced?

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What are some of the social issues around disability that can shape students' educational experiences?

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What are some of the social issues around disability that can shape students' educational experiences?

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What are some of the systemic issues around STEM and STEM education that need to be addressed?

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What are some of the systemic issues around STEM and STEM education that need to be addressed?

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Open Source survey data--Adults with Disabilities (as of 4/27/2022). Please cite as Johnson, Janelle; & Schneiderwind, Joseph. (2022). Adults with disabilities survey data. [Data file]. Retrieved from https://docs.google.com/spreadsheets/d/1pXaVy94MC19W507UFfU7HdtoPAA2rRGlk_Kkhg7VDwQ/edit. Denver: Metropolitan State University of Denver.

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Open Source survey data--Adults with Disabilities (as of 4/27/2022). Please cite as Johnson, Janelle; & Schneiderwind, Joseph. (2022). Adults with disabilities survey data. [Data file]. Retrieved from https://docs.google.com/spreadsheets/d/1pXaVy94MC19W507UFfU7HdtoPAA2rRGlk_Kkhg7VDwQ/edit. Denver: Metropolitan State University of Denver.

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https://docs.google.com/spreadsheets/d/1pXaVy94MC19W507UFfU7HdtoPAA2rRGlk_Kkhg7VDwQ/edit?usp=sharing

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Invisibility of Disability_April 27, 2022_16.06

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Schneiderwind, J., Clifton, A., & Bourelle, K. (2021, February 10). The invisibility of students with disabilities in STEM. In J. M. Johnson (Moderator), STEM Equity Teaching & Learning [Series]. Center for Advanced STEM Education, Metropolitan State University of Denver, Denver Colorado.

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References in the panel background research

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References in the panel background research

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Duerstock, B.S., & Shingledecker, C.A., Eds. (2014). From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM. Science/AAAS, Washington, DC. 76

Lee, A. (2020). A Forgotten Underrepresented Group: Students with Disabilities’ Entrance into STEM Fields. International Journal of Disability, Development and Education (_); 1-18.

Lindsay, S., & Hounsell, K. G. (2017). Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study. Disability and Rehabilitation: Assistive Technology, 12(7), 694-704.

Neca, P., Borges, M. L., & Pinto, P. C. (2020). Teachers with disabilities: a literature review. International Journal of Inclusive Education, 1-19.

Peña, E. V. (2014). Marginalization of published scholarship on students with disabilities in higher education journals. Journal of College Student Development, 55(1), 30-40.

Schaeffer, K. (2020). As schools shift to online learning amid pandemic, here’s what we know about disabled students in the US. Pew Research Center: Fact Tank.

Vaccaro, A., Kimball, E. W., Wells, R. S., & Ostiguy, B. J. (2015). Researching students with disabilities: The importance of critical perspectives. New Directions for Institutional Research, 2014(163), 25-41.

Voelker, A. (2018). AstroAccess: Creative Approaches to Disability Inclusion in STEM. Proceedings of the International Astronomical Union, 14(A30), 572-572.

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There are so many reasons why some disabilities are invisible, especially if cognitive impairments are the result of accidents.

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Abstract

This work is devoted to the problem of shame linked to disability in children. It has been inspired by patients - disabled infants and their parents. The shame evidently experienced during meetings with parents learning about their child's condition leads to many difficult questions. Shame is not a simple, isolated emotion. It is a complicated feeling, closely connected to various shame-related emotions and experiences. Shame leads to a sense of guilt and self-blame. Shame linked to a child's disability is a shame of 'lacking' and low self-esteem. Additionally it is feeling of nakedness, vulnerability and despoilment of intimacy; it makes parents feel forced to put their interior world on display and to show their weakness caused by their child's condition. Sometimes shame is an experience of humiliation, or hurt dignity caused by the looks of other people. It is also the shame of one's own difficult thoughts, desire to escape responsibility. It is being ashamed of experiencing shame. It is an emotion of ultimate suffering, often returning during whole life. One solution to the 'discomfort of birth' could be a lonely island. The issue is not that simple, however, and philosophy helps in this respect. A being is good and it has to be good. One cannot be someone, one is not. This is the difference between a being and a desire. There is love and acceptance, but there is also shame - even on a lonely island.

Keywords: dignity; disabled child; responsibility; shame.

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national center for biotechnology information

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[Shame of having a disabled child] - PubMed

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This work is devoted to the problem of shame linked to disability in children. It has been inspired by patients - disabled infants and their parents. The shame evidently experienced during meetings with parents learning about their child's condition leads to many difficult questions. Shame is not a ...

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Maria De Penha

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Download our STEM Role Models posters for your school or workplace - now in 7 additional languages

The STEM Role Models Posters are available in 8 different languages.

At the end of Nevertheless Season Two, we commissioned another four female illustrators from South America, Africa, the Middle East and China to produce a new set of posters. They were originally produced in English but we are delighted to say you can now download the complete set in 8 languages including French, German, Spanish, Italian, Portuguese Brazilian, French Canadian, Simplified Chinese and English.

The women featured serve as amazing role models in their fields of science, technology, engineering, and mathematics (or STEM as it's often referred to). You can listen to our episode on STEM Role Models here.

We'd love you to download the posters and print them out for your school or workplace. By taking part, you'll help raise awareness of their achievements, and hopefully inspire a new generation of girls and women in STEM.

We're really enjoying seeing these posters on walls all around the world. Share your photos with us on Twitter or Instagram. And please subscribe to the podcast on Apple Podcasts, Google Play, Stitcher, or wherever you get your podcast.

The podcast and posters were produced by the team at Storythings.

Tu Youyou - Pharmaceutical Chemist and Educator DOWNLOAD THE POSTER
Tu Youyou is a Chinese pharmaceutical chemist and educator. She discovered artemisinin (also known as qinghaosu) and dihydroartemisinin, drugs used to treat malaria. Her discovery was a significant breakthrough in 20th-century tropical medicine, saving millions of lives around the world.

For her work, Tu received the 2011 Lasker Award in clinical medicine and the 2015 Nobel Prize in Physiology or Medicine, jointly with William C. Campbell and Satoshi Ōmura. She is the first Chinese Nobel Laureate in physiology or medicine, and the first female citizen of the People's Republic of China to receive a Nobel Prize in any category. She is also the first Chinese person to receive the Lasker Award. Tu Youyou was born, educated and carried out her research exclusively in China.

Artist: Xu Hui. Xu Hui is an illustrator from Jinan, China. You can see more of her work on Behance.

Nevertheless is a a podcast celebrating the women transforming teaching and learning through technology. Supported by Pearson. Subscribe on
Listen to the first episode of a new season in which we look role models and what needs what needs to be done to ensure that those who want to be it, can see it.
iTunes, Google Play, Stitcher, Soundcloud, TuneIn or RadioPublic. Listen to a sample episode:

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STEM Role Models Posters - In 7 Additional Languages

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At the end of Nevertheless Season Two, we commissioned another four female illustrators from South America, Africa, the Middle East and China to produce a new set of posters. They were originally...

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DO-IT | Disabilities, Opportunities, Internetworking, and Technology

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Thank you for making ISLAND 2020 a success!

ISLAND 2021 is scheduled for Friday, September 17th and Saturday, September 18th at Princeton University. ISLAND Australia is scheduled for Monday, September 27th at the University of Sydney, Australia. Please stay tuned for more information!

The organizers of the 2020 ISLAND conference want to thank you for your interest and participation in this year's conference. Due to some technological difficulties, the videos for this year's conference are slightly delayed in being released for public viewing. It is our hope they will be ready by or before Tuesday December 15, 2020. Please check back to the ISLAND conference website for more details as they become available. All conference registrants will receive an e-mail notification once they are all available. Thank you very much for your understanding and we look forward to seeing you at next year's ISLAND conference.
ISLAND 2020 was made possible by the support of our sponsors The Princeton Center for Complex Materials (PCCM) NSF DMR # 1420541 & #2011750

Office of Information Technology (OIT), Princeton University

Princeton University Campus Conversations on Identities Independence Science
Since 2010, the Inclusion in Science Learning A New Direction (ISLAND) conference on disability and STEM has provided a forum to address how persons with disabilities can be more fully integrated into Science, Technology, Engineering, and Mathematics (STEM). This is a space for professionals, students, researchers, access technology developers, parents, and service providers to meet and network with one another for this purpose.

Persons with disabilities are often prohibited from full participation in the STEM subject areas due to misconceptions leading to lack of opportunities in STEM courses. Further, employers and advanced degree programs may be skeptical about the capabilities of a person with a disability and their ability to compete on equal terms with their non-disabled counterparts. Persons with disabilities have to problem solve to overcome their physical and/or cognitive limitations for their entire lives. Therefore, the more methodological and technological innovations that can be designed and disseminated in a forum such as the ISLAND conference serves to promote a community of practice for STEM educators to learn how a more inclusive and equitable STEM learning experience may be made possible.

The ISLAND conference attendees seek to shift the paradigm of science access for all learners.

Proceedings of the ISLAND Conference on Disability and STEM

The Journal of Science Education for Students with Disabilities (JSESD) has been providing a peer-reviewed venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998.
ISLAND 2018 Conference Proceedings in JSESD: Journal of Science Education for Students with Disabilities | Rochester Institute of Technology | Vol 22 | Iss 1 ISLAND 2018 Conference Proceedings in JSESD: Journal of Science Education for Students with Disabilities | Rochester Institute of Technology | Vol 23 | Iss 1
The 11 th annual ISLAND conference was organized by Independence Science and hosted at Princeton University located in Princeton, New Jersey. For more information about the ISLAND conference, please feel free to contact Independence Science.

Independence Science
3000 Kent Ave
Suite 1303
West Lafayette, IN 47906

(866) 862-9665
info@independencescience.com www.independencescience.com

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The organizers of the 2020 ISLAND conference want to thank you for your interest and participation in this year's conference. Due to some technological difficulties, the videos for this year's conference are slightly delayed in being released for public viewing. It is our hope they will be ready by or before Tuesday December 15, 2020.

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Promotes computer science, technology, and design thinking skills to children who are Deaf/ hard of hearing.

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Assistive Technology for the Visually Impaired

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Assistive Technology for the Visually Impaired

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ABSTRACT

Students with visual impairments (SVIs) are often dehumanized in mathematics education, based on deficit perspectives, the assumption that mathematics learning must be visual, and a lack of tools that allow students on the entire spectrum of vision to collaborate mathematically. The current advent of assistive learning technologies (ALTs) holds promise in helping SVIs learn mathematics, particularly through making mathematics accessible in nonvisual ways. In this critical literature review, two authors, one blind and one sighted, use a disability studies and rehumanizing mathematics education framework to examine currently available ALTs. We organize our findings using the substitution, augmentation, modification, and redefinition (SAMR) model, then critique the technologies based on their capacity for humanizing SVIs in mathematics learning. We found that most technologies rely on a substitution or augmentation model, merely replacing visual information with audio or tactile information and then requiring SVIs to "act" more like their sighted peers. We found few technologies that recognized the unique mathematical experiences SVIs hold, or empowered SVIs to create and own their own mathematical knowledge through collaboration with all students on the spectrum of vision.

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Assistive learning technologies for students with visual impairments: A critical rehumanizing review

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ABSTRACT Students with visual impairments (SVIs) are often dehumanized in mathematics education, based on deficit perspectives, the assumption that mathematics learning must be visual, and a lack of tools that allow students on the entire spectrum of vision to collaborate mathematically.

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Advocates for students with disabilities met with President-elect Joe Biden's pick for education secretary this week to voice concerns about issues ranging from school discipline to the effects of the COVID-19 pandemic on special education services.

If confirmed by the Senate to the cabinet role, current Connecticut Education Commissioner Miguel Cardona could play a significant role in special education at a time when advocates fear that many students with disabilities have been left behind during rolling school closures and remote instruction.

For all of the talk of issues like charter schools after Cardona was announced as Biden's choice, Cardona's impact on special education could be much more significant. Biden has pledged to "fully fund" the Individuals with Disabilities Education Act within 10 years, and he's promised to make civil rights a priority.

In the meeting with representatives from dozens of organizations, Cardona "affirmed participants' comments that we must challenge a deficit mentality, noting that all students have diverse abilities and their abilities make schools better," according to a summary provided by the Biden transition team. "He himself has seen firsthand how schools with diverse populations created a culture of community."

Here are a few issues discussed at the meeting, according to the transition team.

Equity and the COVID-19 Crisis: Families and disability rights organizations have long sounded alarms about whether schools have provided adequate special education services. Those concerns went into overdrive last spring when schools around the country closed to slow the spread of COVID-19.

"Participants noted the disproportionate effects the pandemic has exacerbated for students with disabilities, particularly around access and equity," the summary of Tuesday's meeting said.

Families have told Education Week about struggles to get remote learning apps to work with adaptive technologies, like screen readers. They've had difficulties accessing therapies and services mandated in students' special education plans. And they've expressed concern about compensatory services needed to make up for interrupted learning time.

School districts, meanwhile, have said it is difficult to meet some of the provisions of the Individuals with Disabilities Education Act during an unprecedented time for schools .Last year, former education secretary Betsy DeVos opposed waivers from the special education law except in a few narrow instances, however, and Congress has not authorized sweeping waivers from the IDEA.

School Discipline for Students With Disabilities: Federal data show students with disabilities are disciplined at school at higher rates than their peers, and that imbalance is even more pronounced for students of color.

Groups like the U.S. Commission on Civil Rights have called for the reinstatement of Obama-era civil rights guidance on school discipline, which the Trump administration rescinded.

The Trump administration also sought to delay a federal rule concerning how districts identify minority students for special education, discipline them, or place them in restrictive settings. That effort was later halted by a judge.

Higher Education: Representatives at the meeting also discussed concerns about access to higher education and employment opportunities, the transition team said.

That discussion included topics like financial aid and universal design for students with disabilities.

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What Biden's Pick for Ed. Secretary Discussed With Disability Rights Advocates

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Advocates for students with disabilities met with President-elect Joe Biden's pick for education secretary this week to voice concerns about issues ranging from school discipline to the effects of the COVID-19 pandemic on special education services.

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By: Mark Ellis, Ph.D., Professor of Secondary Education, California State University, Fullerton
Cathery Yeh, Ph.D., Assistant Professor of Education, Chapman University
Authors Yeh and Ellis invite you to listen to Emilia Frias, pictured above, who teaches 5th and 6th graders classified with moderate and severe disabilities. The Need to Disrupt Normalcy in Mathematics Education
There is wide agreement that when mathematics curriculum and pedagogy value and build on students' cultural identities and ways of knowing this not only strengthens mathematics understanding but also cultivates a sense of curiosity, wonder, and joy toward mathematics (see, for example, our book about Reimagining the Mathematics Classroom). And there has been for the past decade or more increasing attention given to the importance of understanding the root causes of inequities in mathematics education and how these can be redressed by attending to issues of access, identity, agency, and power. However, in the majority of these discussions, students with dis/abilities are left out. Dominant ideologies pervade school contexts and shape the ways in which normalcy, difference, and identities are constructed within systems of education. We intentionally use the term dis/ability to highlight our stance that "disability" is both a component of one's identity and a social, political, and cultural phenomenon, often intersecting with other social positions such as race, gender, and economic class. Our work is an effort to disrupt what is taken as normal and normative in mathematics education including the pervasive use of labels and placements that indelibly and inequitably rank, sort, and deny students, especially those with dis/abilities, access to conceptually rich mathematics learning. How might approaches to mathematics education research and the teaching of mathematics change if decentered from the normative non-dis/abled gaze? In what follows we share some insights and pose many questions to which we acknowledge not having all the answers. Our intent is to stimulate others to contribute to this important body of work and increase the field's understanding of what's possible when we move beyond the constraints of socially constructed ideas of what is normal.

We build on the work of a growing number of equity-focused mathematics educators to identify and challenge borders of exclusion - physical and ideological - that continue to privilege some students at the expense of others (Louie 2017; Yeh & Rubel, 2020). You might think about your own experiences with school mathematics: which students were given access to meaningful, rigorous mathematical learning aimed at sense-making and problem solving and which students were not? It is rare that the responses we get to this question place students with dis/abilities in the first category. Engagement for the student with a dis/ability all too commonly consists of sitting alone working on rote computation while non-dis/abled peers have access to more cognitively demanding and communicatively engaging work. Furthermore, research about mathematics education for students with dis/abilities has traditionally focused on remediation and intervention to get the learner to conform to normalized expectations through rote learning; rarely do we find studies designed from the perspective of the student and what we can learn about their ways of perceiving, knowing, and communicating mathematical concepts and relationships (Tan & Kastberg, 2017; Yeh, Ellis, & Mahmood, 2020).
An Alternative Framework
We recognize that ableism is based on deeply entrenched and dominant ideologies and located within social and institutional structures as well as personal attitudes. Ableism is a normalizing process that, like racism (and often together with racism), works in ways that are unspoken and taken for granted. An ableist perspective is pervasive in education and reflected in societal perceptions: it is preferable for a child to read print rather than Braille, walk rather than use a wheelchair, read written text rather than listen to an audiobook, and be in classrooms with non-dis/abled students rather than with other students with dis/abilities. These preferences reflect dominant ideologies of ableism that position students with social identities different from the referent norm into the social and physical margins of education. Because ableism is so enmeshed in the fabric of our social order, appearing both normal and natural, confronting ableism requires unmasking and exposing normalizing processes as they operate in mathematics education. The framework that follows represents our attempt to challenge, disrupt, and reorient dominant ideologies around dis/ability and mathematics education that reify normalcy and perpetuate ableism. A more detailed description of the framework elements and its application to research can be found in Yeh, Ellis, & Mahmood (2020).
Historical-Political Awareness
There is a legacy in education of the intentional segregation of students by so-called "ability" as early as the elementary grades together with pedagogies that over-emphasize mimicry and repetition (Ellis, 2008; Ellis & Berry, 2005). The roots of this system of mathematics education are found in the racist, classist, and ableist beliefs about human potential that coalesced into the eugenics movement (Ellis, 2008; Valencia, 1997). From our 21st century vantage point, it is easy to identify how what passed as eugenics research was biased and even falsified. But in the early 1900s, these false claims seemed to (and were manipulated to) confirm the prejudices of those in positions of power and privilege and were taken as truths upon which to base policies and establish practices in many areas of everyday life including in education (Duster, 2003). Indeed, the practice of tracking and use of labels such as "gifted" and "special" emerged during this period as solutions to what was perceived to be a problem in education - how to structure schooling for the increasingly diverse children who populated the classrooms of early 20th century America (Baker, 2002; Ellis, 2005). It is essential that we acknowledge this legacy of racism, classism, and ableism in structures of education and recognize that the limiting labels and constrained expectations for students with dis/abilities in mathematics are social constructions. It is not accidental but intentional that one finds, even in the year 2020, an over-representation of Black, Latinx, and Native American students in special education and lower track mathematics pathways while the same groups are underrepresented in gifted and honors pathways. Think about this as an issue of access; which students are given access to learn rigorous content, access to engage in meaningful learning activities, and even access to be seen and valued in common educational spaces?

Some questions to ask as you reflect on this element include:

Mathematics as Cultural and Relational
Mathematics education traditionally presents knowledge as a discrete external commodity and learning as the acquisition of specific knowledge and concepts along a fixed developmental progression guided by teacher facilitation. This linear transfer metaphor is widespread within Western education and gives the impression that mathematics concepts are discrete and the development of mathematical understanding is ordered and hierarchical (i.e., the notion that certain mathematics concepts must be taught and mastered before student engagement in cognitively rigorous tasks or broader mathematical relationships). Yet mathematical ideas are deeply cultural and collective, having emerged from centuries of human creative thought, activity, and interaction in every part of the world, a process that continues to this day (Bishop, 1988; Lakoff & Núñez, 2000; Saiber & Turner, 2009). When mathematics is divorced from its cultural and collective moorings and presented as standardized and normalized to allow for labeling, tracking, and segregation, both students and subject matter are dehumanized. Such simplistic constructions of mathematics and narrow perceptions of ability must be rejected in order to better capture and leverage students' ways of thinking and reasoning with and about quantities and quantitative contexts as well as their ways of interacting and communicating as a foundation upon which to refine and extend their mathematical understandings.

Some questions to ask as you reflect on this element include:

Dis/ability as Cultural Identity

Gloria Ladson-Billings (1995) published "Toward a Theory of Culturally Relevant Pedagogy" twenty-five years ago and inspired the education community to consider what it means to make teaching and learning relevant and responsive to students' identities - their languages, literacies, and cultural practices across categories of difference. While culturally relevant pedagogy is now considered "good teaching practice," it is still far from common practice in the mathematics education of students with dis/abilities. We argue for the recognition of dis/ability as a cultural identity shaped by individual differences and the ways those differences are (de)valued in social contexts. Siebers (2013) uses the term "complex embodiment" to describe how identity is situated, a combination of one's individual corporeal reality together with how one is positioned within society. For example, Siebers asks us to consider the person in a wheelchair who is forced to enter from the back of a building next to the garbage dumpsters since that is where the only ramp exists: What is their experience having to pass through this space? And how does this socially constructed context serve to disable and devalue the individual relative to those who are non-dis/abled and enter from the front? Shifting to the context of mathematics education, for some students their only entrance to mathematics is through deficit frames that fail to value their abilities and ways of knowing; this figurative back door experience is disabling. The concept of embodied cognition highlights the importance of our having knowledge about dis/ability from the dis/abled perspective. School mathematics, as traditionally represented, explained, and assessed, privileges verbal and written communication; this limits the capacity to fully experience the beauty of mathematics and ignores the mathematics capabilities of students with different bodyminds (a term that recognizes the body and mind as constituent parts of one integrated whole; Price, 2009).

Some questions to ask as you reflect on this element include:

Putting the Framework into Action

Challenging ableism in mathematics education requires unpacking dominant ideologies and our own identities that mediate our role as educators and researchers. We've found this work difficult because it requires confronting deeply entrenched cultural perspectives and taken-for-granted practices and embracing new ways of perceiving the world of mathematics and our students' interactions with mathematics.
Implications
The insights we are sharing resulted from a three-year collaboration with special education teachers and learners with dis/abilities, grounded in mutual respect and a commitment to challenge ourselves to attend to personal biases as well as to learn to recognize the social, historical and institutional contexts that affect mathematics teaching and learning for students with dis/abilities.

Researchers -
o Largely absent from and sorely needed in mathematics education is research that explores how the sociocultural context of learning disables students, that attends to multiple marginalizing processes for students at intersections of multiple social identities (such as race, gender, and economic class), and that identifies and learns from the cultural strengths of students with dis/abilities (Tan & Kastberg, 2017; Yeh, et al. 2020).
o Thinking about research involving students with dis/abilities, there must be a shift away from (and repudiation of) perspectives and methodologies that equate dis/ability with deficit and that rely on narrowly constructed normative measures of achievement and engagement in mathematics.
o Recognizing and valuing dis/ability as a cultural identity requires researchers to center the learning of mathematics as a generative process of becoming involving students' diverse bodyminds.

Teachers and Teacher Educators -
o The borders of exclusion - both physical and ideological - that persist based upon students' social locations reveal the built-in biases of our system of mathematics education. It is important to deepen one's understanding of this history and to actively disrupt the practices that emerged from it.
o Thinking about mathematics education for students with dis/abilities, we must shift away from deficit-driven, dehumanizing practices that focus on individual remediation through rote acquisition of knowledge and instead design learning activities that allow students to experience mathematics as cultural, relational, and connected.
o Honoring dis/ability as a cultural identity means that educators must recognize and embrace students' capabilities and modes of cognition and expression.

Educator Example
One of the educators we've worked with and learned from, Emilia Frias, teaches fifth and sixth grade students classified with moderate and severe dis/abilities. She works hard to engage her students in mathematical activities in ways that reflect the elements of the framework. Ms. Frias recognizes her students as mathematics doers and thinkers and with a particular embodiment of the world that may be both similar to and different from her own. She foregrounds students' voices and ideas, always attending to and leveraging multiple and diverse ways of being, knowing, and doing mathematics, and in return expands the meaning of mathematics as an embodied and collective experience. By refusing to set normative constraints on her students, Emilia's students flourish. Such a research collaboration that blurs distinctions between researcher and practitioner, between mathematics education and special education, and between expert and learner has allowed us to identify and work towards challenging traditional borders of exclusion - both physical and ideological - in mathematics education and to recognize mathematics classrooms as spaces for inspiration and optimum learning for researchers and practitioners.

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Mark Ellis, Ph.D., Professor of Secondary Education, California State University, Fullerton
mellis@fullerton.edu

Mark Ellis is a professor of Education at California State University, Fullerton. He taught mathematics in grades 6-12 in northern California public schools for six years and experienced firsthand the power of creating learning environments in which students are supported in making sense of mathematics through collaborative inquiry and culturally relevant lessons. While earning a Ph.D. from the University of North Carolina in 2005 with an emphasis on mathematics teacher education, Mark developed scholarly interests in the history of school mathematics in the U.S., equity in mathematics education, and middle school mathematics teaching and learning. He has taught future and current teachers of mathematics in content and methods courses at the undergraduate and graduate levels and has published over 40 articles and two books including Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, K-6. All his work is driven by a belief that every student has the potential to be successful in learning mathematics and a commitment to ensuring this potential is fulfilled in every classroom.

,

Cathery Yeh, Ph.D., Assistant Professor of Education, Chapman University
yeh@chapman.edu

Cathery Yeh is an assistant professor of mathematics education at Chapman University. As a scholar of color, her scholarship focuses on the intersections of race, language, and dis/ability. Her research centers on developing conceptual and methodological approaches to study and support mathematics teachers to learn practices that draw on student strengths and challenge deficit-based thinking, particularly for students across language and ability status. Her scholarship builds on ten years of teaching in dual-language classrooms in the Los Angeles urban core and abroad in China, Chile, Peru, and Costa Rica. Dr. Yeh has 20+ years of experience in K-12 and higher education settings working with future and experienced teachers and published over 40 articles and two books: Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, K-6 and Catalyzing Change in Early Childhood and Elementary Mathematics. Cathery can usually be found in her favorite place - mathematics classrooms - working and learning with students and teachers.

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How Can We Disrupt Ideologies Around Normalcy, Difference, and Identity that Dis/able Students in Mathematics Education?

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By: Mark Ellis, Ph.D., Professor of Secondary Education, California State University, Fullerton Cathery Yeh, Ph.D., Assistant Professor of Education, Chapman University Authors Yeh and Ellis invite you to listen to Emilia Frias, pictured above, who teaches 5th and 6th graders classified with moderate and severe disabilities.

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Annamma, S.A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31. DOI: https://doi.org/10.1080/13613324.2012.730511 Bell, C.M. (2006). Introducing White disability studies: A modest proposal. In L.J. Davis (Ed.), The Disability Studies Reader (pp. 275-82). Routledge.

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 accommodations for disabilities in physics labs

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 accommodations for disabilities in physics labs

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https://aapt.scitation.org/doi/10.1119/10.0003662

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Summary

Editors: Bradley Duerstock, Clark Shingledecker

From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM is the product of a collaborative project initiated to examine current issues and explore future directions for improving the academic success and career entry rate of postsecondary students with disabilities (SWDs) in science, technology, engineering and mathematics (STEM) fields. This publication contains chapters prepared by four groups of invited authors who shared their pertinent research findings, expert knowledge and views on key topics pertinent to this topic.

This booklet brought to you by the Science/AAAS Custom Publishing Office.

DOI: 10.1126/science.opms.sb0002

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From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM

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Figure][1] Editors: Bradley Duerstock, Clark Shingledecker From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM is the product of a collaborative project initiated to examine current issues and explore future directions for improving the academic success and career entry rate of postsecondary students with disabilities (SWDs) in science, technology, engineering and mathematics (STEM) fields.

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Webinar recording: Including Individuals with Disabilities in STEM Courses, Research, and Careers (3/24/2021):

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Webinar recording: Including Individuals with Disabilities in STEM Courses, Research, and Careers (3/24/2021):

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**Please note that the ASL interpreter comes into frame at 2 1/2 minutes into the recording.

Download: Transcript

Recorded: Mar 24, 2021 at 3:00 PM Eastern Daylight Time

Description: The webinar will bring together four leaders who will share promising practices in their sustained projects that help make STEM fields more welcoming and accessible to students with disabilities.

Moderator:
Richard E. Ladner is a Professor Emeritus in the Paul G. Allen School of Computer Science and Engineering at the University of Washington. After a long career in theoretical computer science research he moved to the area of accessible computing research which is an important subarea of human-computer interaction (HCI). His research continues, but he also leads projects to bring more people with disabilities into computing fields. He leads the NSF-funded AccessComputing Alliance that helps computing students at all levels complete their degrees in computing fields. He also co-leads the NSF-funded AccessCSforAll that helps prepare K-12 teachers to include students with disabilities in their computing courses. He helps lead the Blocks4All project that created an accessible block-based programming environment for touchscreen devices. See Richard's Video >>
Richard Ladner received the 2020 National Science Board (NAB) Public Service Award. We provide this link to an inspiring video related to his award.
Sheryl Burgstahler is the director of Accessible Technology Services and the DO-IT Center (where DO-IT stands for Disabilities, Opportunities, Internetworking and Technology). She is also Co-PI of the NSF-funded AccessComputing project led by the University of Washington to increase the participation and success of individuals with disabilities in computing academic programs and careers. See Sheryl's Video >>

Jeanne Reis, M.Ed., is Co-Director of the ASL Ed Center. For over 20 years, Jeanne has explored the many ways the Deaf Community supports and engages deaf learners of all ages, particularly preK-12 students impacted by delayed first language acquisition due to lack of early language input. Since 2005, Jeanne has led the design and development of ASL Clear, a STEM learning app centered in American Sign Language (ASL) linguistic principles, working in close collaboration with Deaf STEM subject matter experts. Jeanne is currently Principal Investigator on an NSF funded project exploring ASL-centric user interface design, in partnership with Dr. Erin Solvey at Worcester Polytechnic Institute. Jeanne's long-standing collaborations with state departments of education and standardized assessment developers to translate annual standards-based assessments into ASL led to an opportunity to shape the research design of an 18-state research collaboration, and contribute to publication of Guidelines for ASL Assessment. Along with ASL Ed Center Co-director Rachel Boll, Jeanne also supports ongoing development and nationwide provision of the ASLAI, a standardized computer-based ASL Language Arts assessment for pre-K-12 students, originally developed by Dr. Robert Hoffmeister. See Jeanne's Video >>

Dr. Emily Moore is Director of Research & Accessibility for PhET Interactive Simulations ( http://phet.colorado.edu), in the Department of Physics at the University of Colorado Boulder. Dr. Moore leads efforts to increase inclusion of learners with disabilities in STEM through inclusively designed interactives, which includes the design, implementation, and study of accessible auditory, visual, and haptic displays, and alternative input to support access to simulations by learners with sensory, mobility, or cognitive disabilities. She designs and advises on research, data collection, and analysis across various instructional contexts and has extensive experience in simulation co-design, qualitative and quantitative research methods, and the pedagogical use of simulations. In her work, Dr. Moore has directed teacher professional development videos, co-taught popular MOOCs on accessibility and multimodal design, and has co-designed numerous classroom activities with middle school, high school, and college teachers. See Emily's Videos >>

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Please note that the ASL interpreter comes into frame at 2 1/2 minutes into the recording. Download: Transcript Recorded: Mar 24, 2021 at 3:00 PM Eastern Daylight Time Description: The webinar will bring together four leaders who will share promising practices in their sustained projects that help make STEM fields more welcoming and accessible to students with disabilities.

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Presidents' Council on Disability Inclusion in Philanthropy

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D'Arcee Neal Addresses Intersections Between Ableism and Anti-Black Racism - Presidents' Council on Disability Inclusion in Philanthropy

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In this excerpt from the Disability & Philanthropy Forum's webinar on racial equity and disability, D'Arcee Neal speaks to the intersections of his experiences with ableism and anti-Black racism. Click here to view the full webinar and click here to register for other webinars in the series.

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Autism, gender identity and higher ed

To observe Autism Acceptance Month, the Early Bird is highlighting student stories and insights.

April 20, 2021

To honor Autism Acceptance Month, the Metropolitan State University of Denver Access Center and the Department of Speech, Language, Hearing Sciences have collaborated in developing a series of short articles on autism.

This month, the Early Bird will highlight the experiences and perspectives of three autistic Roadrunners. This week, alum Kaiba Linthicum reflects on the intersectionality between autism and gender identity. Linthicum (pictured) earned a degree in Psychology at MSU Denver and is pursuing a Doctor of Psychology degree at the University of Colorado Denver.

Early Bird: Thanks for sharing your story, Kaiba. What would you like your fellow Roadrunners to understand about your experience with autism and your gender-identity journey?

Linthicum: I identify as a transgender masculine person, and I'm queer. I am also autistic. Growing up, I never felt like a girl, but I also never felt like a boy. My relationship to gender wasn't typical. I felt like gender was just a descriptor for people - something attached. It wasn't until my teens when I realized that I, too, have a gender and that people place a lot of importance on it. My autism is pervasive in how I relate to everything; my brain is autistic, and how I navigate and interact with the world is autistic too, including how I experience gender.

In some ways, this has freed me from the constraints that gender places on people. However, this has also challenged me in understanding why gender is so important and, more importantly, how I present and interact with others. Some people discredit my relationship to gender and my transition based on being autistic. Some people think that I am incapable and therefore I cannot understand my gender. Just because I happen to understand gender differently does not mean I am incapable. Everyone has a different understanding and relationship to gender, so must my experience be the wrong one?

Early Bird: How can MSU Denver build a campus community that is more inclusive of students with autism and of students who identify as LGBTQIA?

Linthicum: When people ask me about LGBTQ+ issues or about autism, I get the feeling that they do not want to offend me. And while I respect that, I find it tiresome. My advice is to treat people with respect and to treat them as an individual. But understand that there will be misunderstandings and be willing to communicate about them in a clear and direct manner. Try to become comfortable with the fact that you will mess something up, whether it be terminology, a misunderstanding or just lacking the knowledge on autism or LGBTQ+ issues. Be open to hearing someone out, try to listen and be nonjudgmental and ask questions with the intent of understanding.

Know that how you experience the world is not the only way and that there is no right way to experience life. I have had encounters with people who believe that being transgender and/or autistic is tragic, obscene or impossible. The real tragedy is when people who have atypical brains and atypical experiences of gender are deemed unworthy of respect, dehumanized and marginalized by an intolerant society.
Thank you again to Kaiba Linthicum, and look for more student insights next week.
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Topics: Academics, Access, Diversity, Inclusion, Student Success

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April 20, 2021 To honor Autism Acceptance Month, the Metropolitan State University of Denver Access Center and the Department of Speech, Language, Hearing Sciences have collaborated in developing a series of short articles on autism. This month, the Early Bird will highlight the experiences and perspectives of three autistic Roadrunners.

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Two years ago in Colorado, an elementary school principal stood behind an 8-year-old boy gripping the boy's crossed wrists until his body went limp, his eyes fluttered, and he foamed at the mouth.

The school called 911. They also called the boy's mother. By the time she arrived, her son was regaining consciousness, she said. The 8-year-old was on the floor, being examined by EMTs. She took him home and never brought him back to that elementary school.

The incident, and how it was recorded and reported, were investigated by the Colorado Department of Education following a complaint by the boy's family.

The findings of that investigation - and the state's inability to mandate changes - illustrate what some advocates, attorneys, and families say are dangerous weaknesses in Colorado law.

"There is no enforcement power," said Jack Robinson, a Denver lawyer who represented the family of the 8-year-old boy. "There is no teeth in any of this."

Though the school principal wrote an incident report recording what happened, the person in charge of reviewing such reports at the Boulder Valley School District didn't look at it. Nor did she report the holds in the district's annual restraint review.

A state complaints officer found that Boulder Valley violated several state rules, including using restraints in a non-emergency situation. But under Colorado law, the education department has no authority to require school districts to take corrective action, and it has no way to punish districts that ignore any non-mandatory recommendations it makes.

"If the school district just says, 'Go to hell,' there's nothing CDE can do," Robinson said.

The Boulder Valley School District says that's not what happened in this case. A spokesperson said the district made some changes immediately and even more after the complaint, including reviewing its crisis intervention protocols and providing more training to its staff.

But the principal who restrained the boy remains at the elementary school. He declined to comment for this story.

The boy is no longer at the school. After the incident, he transferred to a special district-run program for students with emotional disabilities, his mother said. While most of his classmates spend some of their time in general education classrooms, the boy is too scared.

"He doesn't get to go music, PE, and art," said his mother, Renee, who asked that Chalkbeat not use her last name to protect her family's privacy. "He just mentally cannot leave the room. He feels safe there but nowhere else."

'Investigating themselves'

In 2017, Colorado lawmakers passed a bill intended to protect children from dangerous restraints. The bill did three things: limit a potentially deadly form of restraint called prone restraint, require school districts to file annual reports about their use of restraint and seclusion, and establish a process for families to complain about its misuse.

Many cases of restraint, which means physically restraining a child, and seclusion, which means shutting a child inside a room, involve students with disabilities. Advocates felt the 2017 bill didn't go far enough. One major flaw was that although the bill requires districts to write annual reports, no state agency is required to collect them, meaning there is no oversight.

"Essentially, the districts are investigating themselves," said Alison Butler, the former director of legal services for Disability Law Colorado, which advocated for more protections.

A Chalkbeat investigation last year found wide variations in how Colorado's 10 largest school districts were reporting their use of restraint and seclusion. Some districts' annual reviews were long and full of details, while others were just a few sentences with no data at all. Two districts refused Chalkbeat's requests to release their reviews publicly. One of the largest districts hadn't yet completed a review for a school year that ended nine months prior.

Boulder Valley School District did do an annual review, but it didn't include the incident in which the 8-year-old lost consciousness. The district behavior specialist in charge of compiling the review told the state complaints officer she believed the hold on the boy had lasted less than five minutes, the threshold that would qualify it as a restraint.

Nor did the behavior specialist include a total number of restraints performed by trained staff. When the state complaints officer asked why the review was incomplete, the behavior specialist said it "was probably just [her] not being organized."

That's a problem - and one that will continue to fly under the radar due to the weakness in Colorado's law, said Jennifer Levin, the director of public policy at The Arc of Colorado, a disability rights organization, and a former attorney at Disability Law Colorado.

"The reporting requirements seem to cover what we'd like to see" in an annual review, Levin said. "It's just that nobody is going to see it."

An ultimatum and a hold

The holds on the 8-year-old boy started with a refusal and an ultimatum, according to a 33-page decision by the state complaints officer who investigated the incident.

The boy, who Chalkbeat is not naming at his family's request, was in third grade at Kohl Elementary School in Broomfield. One morning, he refused to do his schoolwork. He began ripping up papers and throwing them. He also broke a pencil and threw it.

In situations like these, the school's policy is to first try a range of de-escalation strategies to get the student to calm down. Teachers can call the school principal or school social worker if they need help, but restraint is only supposed to be used as a last resort.

In this instance, the teacher asked the boy to calm down and offered to sit and talk with him. When the boy didn't respond, the teacher called the principal, who gave the boy a choice: stop being disruptive and stay in the classroom, leave the classroom on his own and go to the office, or "be helped" to the office. The boy continued to rip up papers.

The principal "felt this situation constituted an emergency," the complaints officer's report says. So the principal put his hands under the boy's armpits, lifted him out of his chair, and carried him at least part of the way to the office in that position.

The principal put the boy in the school's "decompress room," a small room with three sheetrock walls, one cinderblock wall, a carpeted concrete floor, and a door with a window in it. The school used it as a space for escalated students to calm down.

But on this day, the boy wasn't calm. He started throwing art supplies that were in the room and slamming the door so hard that the walls shook. The principal told the complaints officer he was worried the boy would hurt himself, so he shut the door, secluding the boy in the room.

The boy's behavior continued to escalate. He used a chair to ram the glass window of the door. When the principal took the chair away, leaving only a body pillow in the room, the boy shoved the tag of the body pillow and then the pillow itself into his mouth, gagging himself. When the pillow was taken away, he did the same thing with his fingers.

There were electrical boxes mounted on the wall, as well as metal conduit that carried wires from the boxes to the ceiling. The boy stepped on an electrical box, pulled himself up the wall using the conduit, and then threw his body backward to the floor.

Soon afterward, the principal put the boy in the hold in which he passed out. The principal stood behind the boy, held his wrists, and crossed the boy's arms high across his body.

The principal told the complaints officer he felt the boy's body "sag." The boy didn't respond when the principal called his name. His eyes were fluttering. The office manager, who sat with the boy while the principal called 911, said he was salivating heavily and foaming at the mouth.

The boy's mother was at lunch with friends when she got the call to come to the school. At first, she said the principal told her that her son purposely held his breath until he passed out.

"It didn't take long to figure out that's not what happened," she said. "He's 8, a skinny little thing. This is a grown man squeezing him - and doing it wrong. "

A decision and a response

Indeed, the complaints officer expressed concern that the principal executed the holds improperly.She also questioned the decision to bring the boy to the decompress room in the first place, saying it was "not the ideal space for an escalated student."

And she called what happened in the room "troubling."

"Principal resorted to physical intervention without utilizing safer, less restrictive alternatives," like standing between the boy and the electrical box, the complaints officer wrote.

When the hold the principal used is done correctly, the child's weight is shifted back on the adult's leg so the child can't kick. In this instance, the principal said the boy was kicking the wall while he was in the hold, indicating to the complaints officer that the hold wasn't right.

What's more, the principal's training was out of date. State rules require school staff who restrain children to be retrained every two years. The principal had last taken the training in 2016, three years before the incident.

The complaints officer said it was clear that the principal "only loosely adhered" to the proper techniques, which "jeopardized student's safety."

Her decision, which covered the incident where the student lost consciousness and an incident several weeks earlier involving the same student, concluded with four recommendations. She recommended the district train the principal on how to recognize an emergency and on "not using restraint as a form of discipline or as a threat to gain control of a student's behavior."

She also recommended the district put procedures in place to retrain staff on restraint and seclusion every two years, and strengthen its annual review process.

In a statement, Boulder Valley School District said that "while we disagree with some of the specific findings made by the Colorado Department of Education, notwithstanding the Boulder Valley School District has implemented the state's recommendations."

The district said that even before the investigation was complete, it had improved its training processes, its ability to track restraint and seclusion incidents, and its review procedures.

The district also clarified that school staff must write a report for each restraint incident, regardless of how many minutes it lasted. And the district directs its trainers to conduct an on-site review with school staff every time staff members physically restrain a student.

"The Boulder Valley School District takes the safety of our students very seriously and is committed to continuous improvement," the statement says.

'No price to pay'

After the incident, the boy developed what his mother called "a pretty intense anxiety." Although he never returned to that elementary school, his younger sister still went there. The boy refused to go with his mother to pick her up in the afternoons.

"He didn't even want to be in the car to drive past the school," his mother, Renee, said.

She said the boy developed a fear of adults. If a teacher went to give him a hug, he'd cower and cry. He no longer wanted to play team sports. New environments scared him. His mother said he was diagnosed with post-traumatic stress disorder and prescribed medication to help.

Nearly a year after the incident, in early 2020, the boy's family reached out to an attorney. Although the child had transferred to another school where he hasn't been restrained or secluded, Renee said the family was still upset about what happened. Until they spoke to the lawyer, she said they didn't know families could file complaints about restraint.

"No one ever told us that," Renee said.

Robinson, the family's attorney, said this case isn't unique. He represented two other clients last year who filed restraint and seclusion complaints with the Colorado Department of Education. (Cases that are decided by state complaints officers are made public, but cases resolved in mediation are not. Both of these were decided by complaints officers.)

In one case, a seventh-grader with a traumatic brain injury was put in a headlock by a bus aide for standing up in her seat. In the other, a kindergartener with an emotional disability wet his pants. He refused to change his clothes and kicked and hit two staff members. They carried him to the nurse's office and secluded him in a small booth used to give hearing tests to students.

State complaints officers found the school districts in both cases violated state law. The complaints officers made recommendations similar to those made in the Boulder Valley case: more training, better reporting procedures, timely completion of annual reviews.

But Robinson and other attorneys and advocates remain frustrated that the state can't do more. Robinson specializes in special education law, and he said restraint and seclusion cases are particularly discouraging. If the state education department investigates and finds that a school district has violated a student's rights under federal special education law, the state can order the district to address the violations - and withhold critical funding if it doesn't comply.

The state doesn't have that same power when it comes to restraint and seclusion cases. Paul Foster, the executive director of the special education office at the Colorado Department of Education, said his department doesn't even have a process to follow up with districts to see if they followed the complaints officers' recommendations.

"Laws are only effective if there's a hammer at the end," said Igor Raykin, an Aurora education attorney who was not involved in this case. "That is the whole problem here."

Renee, the boy's mother, called the flaws in the law shameful.

"All it does is empower these administrators to be able to do whatever they want," she said. "Even when the state says they did wrong, they have no price to pay."
Correction: This story has been updated to reflect that Kohl Elementary School is located in Broomfield, not Boulder. The school is part of the Boulder Valley School District.

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A Colorado principal put an 8-year-old boy in a hold until he passed out. State law has 'no teeth' to force changes

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Two years ago in Colorado, an elementary school principal stood behind an 8-year-old boy gripping the boy's crossed wrists until his body went limp, his eyes fluttered, and he foamed at the mouth. The school called 911. They also called the boy's mother. By the time she arrived, her son was regaining consciousness, she said.

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[ID: A woman, wearing a white shirt, is holding a white sheet in the air, it is covering half of her face.]

by guest writer April Ryan.

I don't quite remember when I started getting that dreaded knot in my stomach before April. Part of me ponders if it's because, being called April, I am already bracing for that truckload for name related jokes everyone's been gasping to sling my way throughout the year. Still, I suppose if I were to think about it critically, as a woman with Asperger's Syndrome, I guess terms like "Autism Awareness Month" ignite it.
It took a whole six hours to type out that last sentence - a secret between you and me.
Not just because of my disdain for Autism Awareness Month, no, not at all - but because I am terrified of outing myself as on the autistic spectrum.

This wasn't always a viewpoint I shared.

When I was young, you would be hard-pressed to find a room in my home that wasn't blue. Electric candlelights on windowsills, glittering curtains, not to mention the mountains of blue notebooks, pencils and hair dye. You name it, I lit it up blue and raised thousands for autism charities because years of university made me believe that I, an autistic woman, was valued.

For the longest time, I was proud of being on the spectrum. My Asperger's shaped me into an eclectic, innovative woman, unafraid of toil, raring to branch out into the world and show it what I am made of.
Nowadays, however, I seldom speak, promote or publicise my condition out of fear it will lead to a fresh barrage of rejections.
Statistically speaking, my fear is very well-founded. Recent ONS data reveals a stark outlook, only 22% of all qualified and capable autistic adults have some form of employment. The vast majority of us still work below the living wage, despite the millions of pounds pumped into 'awareness' campaigns and diversity training. Autistic people have the lowest employment rate out of all disabled people - and let's face it, disabled people already face barriers in the world of work.
All of this leaves us prone to financial poverty, uncertain housing, and severe mental health issues.
To any nail-biting 'autism parents' out there, please be assured I do indeed count my blessings. I am in that fortunate 22%. I am also a white Aspie, a trait which means - disgustingly - I appear to be employed more often and taken slightly more seriously than my non-white autistic colleagues.

Still, I remain a rarity when I explain my Asperger's at work.
As a matter of fact, it speaks volumes to admit I find it easier to come out as LGBT than being autistic.
I am under no delusion about our collective worth. Autistic employees are valuable employees. Make no mistake about that. We don't need 'awareness' of our autism because, just like every other human being on the Earth, we're learning more about ourselves and our autism with each passing day.

'Awareness' is unnecessary because autistic people are often acutely attuned to our differences through open conversation and daily masking. What we need, more than anything in the world, is acceptance.

A helping hand.

Equity.

Basic human rights.
Yet ask for that equal platform in the public domain, and the house of cards comes tumbling down.
Suddenly, we're being 'unrealistic' to ask for adaptations in work, for personal security, for a right to earn enough to keep a roof over our heads.

Sometimes, the people and organisations who masquerade as our saviours are our worst enemies.

Suppose you're encouraging the general public to fundraise for your cause, and you've set up a spiel about how you've changed autistic lives by giving out fidget spinners to little kids. Yet you brush away the concerns of your autistic colleagues who reach out to you, often in near-suicidal desperation because, once again, no one is listening to us.

That's not awareness. That's separatism and exclusion. It's slamming the door in our faces.

You cannot claim to value autistic people with pretty words or a fantastic little fundraising pot. The proof is in the pudding. Listen to yourself only, and you speak for yourself only; it's time to admit it.

Because as matters stand now, I don't see the situation improving with a few blue ribbons, puzzle pieces or insipid, high-brow gala dinners in posh places. No, I see actual change through a shift in how we treat our colleagues, in how we make a substantial effort to platform their experiences - and of course, pay them in full.
And each year I put this forward to autism organisations - I am ignored, brushed aside, and accused of not seeing the 'bigger picture'.
For that reason, Autism Awareness Month feels nothing more than a publicity and fundraising stunt. There is no genuine desire for authentic, equitable change in these circles because they still see us as broken. It is inauthentic, duplicitous, and born of an unwillingness to embrace actual change. Of course, I find that aspect hilarious. After all, that's something neurotypicals often erroneously shoehorn as an autistic trait.

In the end, in a river of flighty blue ribbons, 'autism awareness' stickers and Facebook posts, one thing has become abundantly clear to me:

Without financial security, fundamental human rights, and basic human kindness, Autism Awareness Month remains a weightless and meaningless campaign.
It is time to listen and treat us with the acceptance, equity and respect we desperately deserve, rather than lighting places up blue and pretending you value us.

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Until Our Basic Human Rights Are Met, Autism Awareness Month Remains An Empty Gesture.

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ID: A woman, wearing a white shirt, is holding a white sheet in the air, it is covering half of her face.] by guest writer April Ryan. I don't quite remember when I started getting that dreaded knot in my stomach before April.

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Book on Humanizing Disability in Math Education

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Book on Humanizing Disability in Math Education

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by Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon
Humanizing Disability in Mathematics Education: Forging New Paths is about enhancing the practices of mathematics teachers by extending the concepts of access, equity, and empowerment to include students living with all types of disabilities. These students are rarely thought of as mathematics doers and thinkers, and so are seldom offered opportunities to engage in mathematics in meaningful and connected ways. Humanizing Disability examines the current mindset and pedagogy that students with different learning needs encounter, and then offers strategies and practices to humanize the mathematics experience for these students.
In the first part of the book, the authors lay out some key ideas about humanizing mathematics education for students with disabilities. As teachers of mathematics of teacher educators and students with disabilities, as well as with their own backgrounds as learners with identified disabilities, the authors' case and perspective are informed by hands-on episodes of their work and their own lived experiences.
Foundational to the authors' advocacy are these compelling concepts:

Students with disabilities are mathematics doers and thinkers.

There are multiple ways of knowing and doing mathematics.

The idea that disability is a tragedy must be resisted.

Humanizing mathematics education is a matter of human rights to counter conventional, deficit-centered forms of education involving students with disabilities.

Humanizing the mathematics education of students with disabilities enhances the learning of all.

Theory and argument isn't practice, so Humanizing Disability offers practical examples of implementation through the exploration of singular cases of how an Individual Education Plan (IEP) can be a powerful tool for access, equity, and inclusivity for the disabled learner; of using funds of knowledge and of identity to navigate the education system; and of building inclusive classrooms and communities.

Now available as an audiobook.

Purchase on Audible here.

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mathmatheticsdisabilities; dignity; inclusivity; inherent capacity; empowerment; human rights; equity; social justice

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Humanizing Disability in Mathematics Education: Forging New Paths (Download)

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Humanizing Disability in Mathematics Education: Forging New Paths (Download) extends the concepts of access, equity, and empowerment to include students living with all types of disabilities. These students are rarely thought of as mathematics doers and thinkers, and thus seldom offered opportunities to engage in mathematics in meaningful and connected ways.

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https://www.additudemag.com/

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In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability.

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Zero Barriers in STEM Education Accessibility and Inclusion Program, an initiative focused on increasing the prevalence of accessible and inclusive practices in STEM education and school culture for students with disabilities.  The convening brings teams of educators representing schools, districts, and state education agencies across the US together to develop logic models that focus on a problem of practice related to accessible and inclusive STEM programs and school culture for students with disabilities.

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The Zero Barriers in STEM Education: Accessibility and Inclusion Program
The Smithsonian Science Education Center's Zero Barriers in STEM Education Accessibility and Inclusion Program is an initiative focused on increasing the prevalence of accessible and inclusive practices in STEM education and school culture for students with disabilities. The program convenes teams of educators representing schools, districts, and state education agencies across the US together for an education summit, to develop logic models that focus on a problem of practice related to accessible and inclusive STEM programs and school culture within their context for students with disabilities. The program also provides mid-year professional development to educators selected for the program.

The Summit: Over the course of 2 ½ days between July 12 -14, 2022 in our nation's capital, teams, and their assigned mentor, work together to identify their problem and develop their plan of action to be implemented for 18 months following the summit. Developing a logic model at the summit is the first of many steps that educators take to serve as change agents in their organizations, when participating in this program. As team members build their capacity to be leaders and initiate change in their educational ecosystem, we also want them to understand the importance of engaging all stakeholders in decision-making processes, especially when addressing systemic issues. To that end, teams must also be comprised of a diverse group of individuals that operate within different areas of the organization, that include a teacher or adminstrator who has expertise in working with students with disabilities.

​Mid-Year Professional Learning: Following the Summit, selected summit teams and their mentors will be expected to participate in a virtual professional development a few months after they begin implementing their logic models. This series of workshops will focus on accessibility and other topics relevant to expanding STEM opportunities for students with disabilities.
The deadline to apply as a team or mentor is Friday, May 27, 2022 at 5pm Eastern.
For questions, contact: Sherrell Lewis, LewisSM@si.edu

Ideal Team Composition Who might serve on a leadership team?

Decision-makers (school or district admin.)

In-service teacher

Instructional coach

Special Education Teachers

Parent or community partner

The goals of the Summit are to provide selected teams an opportunity to:

Develop an action plan (logic model) that addresses a problem of practice in accessible and inclusive STEM teaching, programming, and culture in their organization. The goal is to ensure that students with disabilities see STEM as accessible to them, and that all students, no matter where they fall along the continuum of human ability, understand how to use Universal Design practices when engineering solutions to problems.

Collaborate with a body of peers to exchange knowledge and initiate changes that promote accessibility in STEM education for all students with disabilities in their school communities.

Engage with a network of STEM educators who are interested in increasing awareness and developing sustainable solutions to address accessibility concerns in STEM education.

As a result of attending the Summit participants will also:

Gain an understanding of the state of accessibility in education across the nation.

Develop leadership skills and partnerships with other educators.

Learn about existing organizations and communities that support educators to provide equitable STEM learning opportunities.

T his program is made possible through generous funding from General Motors.

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Zero Barriers in STEM Education: Accessibility and Inclusion Program

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The Zero Barriers in STEM Education: Accessibility and Inclusion Program The Smithsonian Science Education Center's Zero Barriers in STEM Education Accessibility and Inclusion Program is an initiative focused on increasing the prevalence of accessible and inclusive practices in STEM education and school culture for students with disabilities.

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The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project brings together partners from educational research and practice to promote equity and coherence in science education. The project is based on a deep collaboration between the Council of State Science Supervisors , the , and the University of Washington . University of Colorado Boulder

Systems in need of transformation can promote inequities. Educators are frequently asked to implement state and local initiatives that do not share a common vision for teaching and learning or cohere with one another. This incoherence can reinforce educational inequities. It presents an extra challenge for schools that are already struggling with accountability pressures or assessment systems. However, transformation of such incoherence through collaborative work across stakeholder communities can greatly improve equity within systems of education.

The ACESSE project has been bringing together educators and researchers to collaboratively research, develop, and promote strategies to make science education more coherent and equitable. Strategies and resources that come from this project are being shared around the country through networks of science education leaders. The strategies are grounded in the vision of A Framework for K-12 Education .

The ACESSE Project is funded by the National Science Foundation under multiple phases of grant funding.

Phase 1 went from 2016-2019 and focused on formative assessment as a leverage point for improvement (NSF grant #1561300).

Phase 2 is underway and will occur between 2019-2023 with a focus on the adaptation of instructional materials as a leverage point for improvement (NSF grant #1920249).

The ACESSE project is testing and iteratively refining resources and strategies that arise from opportunities of practice identified and defined collectively by educators and researchers. Find resources at OER Commons or . Full descriptions of the completed resources can also be found on the stemteachingtools.org/pd Professional Learning Resource page of this site.

Phase 2 curriculum adaptation is focusing on designing professional learning and strategic leadership development resources for equity projects such as:

Engaging in cultural pedagogies

Supporting diverse sense-making

Disrupting ableism

Promoting place-based learning and ecological caring

Centering racial justice

Arranging for cross-age, family, and community science learning

Designing course sequences using a range of meaningful phenomena

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Advancing Coherent and Equitable Systems of Science Education (ACESSE) The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project brings together partners from educational research and practice to promote equity and coherence in science education. The project

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High Leverage Practices for Students with Disabilities:  Resources from the CEEDAR Center

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High Leverage Practices for Students with Disabilities:  Resources from the CEEDAR Center

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High Leverage Practices Page:
https://ceedar.education.ufl.edu/high-leverage-practices/

Home Page for the Center's Site:  https://ceedar.education.ufl.edu/

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The High-Leverage Practice guidance document was collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. Along with the document itself, these supplemental resources have been created to help assist the spread and implementation of the HLPs.

As the HLPs are refreshed to reflect emerging research, evolving cultures and context, and student diversity, we have reorganized the structure to focus on HLPs that are foundational to designing and implementing high-quality instruction, while still recognizing the need for and importance of all 22 HLPs. The HLPs are now organized under the following four domains: Collaboration, Data-driven Planning, Instruction in Behavior & Academics, and Intensify & Intervene as Needed. Seven HLPs have been designated as pillar practices needed to produce strong outcomes for the broadest range of students. To reflect how HLPs work together and are used concurrently, the remaining HLPs are embedded in these pillars. The HLP refresh also includes the following: emphasis that HLPs are for all teachers, alignment with multi-tiered systems of support (MTSS), emphasis on culturally inclusive pedagogies and practices, elementary and secondary examples, and writing specific to practitioners.

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High-Leverage Practices Resources | CEEDAR

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This page provides resources and presentations regarding high-leverage practices.

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Please feel free to offer suggestions and ideas. We are learners!

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Please feel free to offer suggestions and ideas. We are learners!

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Inclusivity and Accessibility for Individuals with Disabilities in STEM-6

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I shrank down in my seat as my professor handed the tests back. I couldn't remember a single question that was asked or any of my responses. My memory of the exam was a fog even though I had just taken it a week before. I knew that the grade I would receive, and the professor's reaction to it, would shape my value as a student in this class and at this institution. When that moment arrived, she placed my test facedown in front of me, avoided eye contact and quickly moved down the row of students.

Watching me struggle to hold back tears as I peered at my failing grade, my professor asked me to come to her office. She didn't tell me that I should have studied harder or that she was disappointed in me. Rather, she calmly asked me about some of the material on the test. As I recalled the material out loud, a warm smile crept onto her face. Then she showed me my test, thoughtfully and proudly pointing out each missed question that I had just verbally given her the correct answer to. We talked about how it seemed like I was always either at the top or the bottom of the class, and that this might have something to do with the way my brain worked. She then shared that her sister had similar issues. During the course of our conversation, I realized that this accomplished professor was highly familiar with someone who was like me. Such an understanding was enough to make me believe that I might be good enough for that college, too.

It was the first time I had a professor who demonstrated close familiarity with disability. As disability-identity scholars note, it's rare for college professors to disclose their own disabilities. Peer-review processes can make it difficult to talk about researchers' disabilities in journal articles, and the heavy weight placed on biased student evaluations in tenure-review processes discourages professors from outing their minority status to students.

A general stigma in college culture further disincentivizes professors from disclosing their disabilities. Even as colleges strive for more diversity, disability continues to be largely ignored as an identity group. Our group, as defined by our deficits, challenges the conceptions of merit that the academy was built on, and that doesn't bode well in many higher education circles.

Research also has identified deeply engrained perceptions of normality that govern how universities operate. This privileging shows up across higher education, from admissions policies based on merit-based test scores and GPAs to emphasis on "rigorous" courses that rank students on bell curves. Through efforts like these, the academy continues to be ableist and to disadvantage people with various learning abilities and those in neurodiverse learning communities.

Colleges have worked to improve diversity, equity and inclusion efforts for most identity groups through targeted recruitment efforts, but they've made relatively small changes in practice and policy for students with disabilities. To fully include those students, institutions must reimagine their conceptions of merit. They must recognize the value in different types of abilities and ways of knowing that higher education has traditionally discounted.

Colleges must stop ignoring us, and that starts with encouraging professors to disclose their disabilities. How can we expect students to seek help from their learning assistance center without role models who demonstrate that people with accommodations can be smart? How can students who need expensive medical care plan for postcollege careers with mentors who don't talk with them about health insurance? When professors disclose their disabilities, or are empathetic to those who have disabilities, they open up possibilities for further conversations. Those conversations are opportunities for transformation by redefining what success in the academy means for those who are conditionally accepted.

As many as 42 million Americans have a disability, and 96 percent of those disabilities are categorized as invisible. This category contains several types of disabilities, ranging from mental health and neurodiversity issues to diabetes and multiple sclerosis. While some of those conditions are more apparent than others, they all share the trait of generally not being obvious at first glance. That means that most people with disabilities face decisions about whether and when to disclose.

The invisible nature of many disabilities makes it difficult to tell how many disabled professors there really are. For example, a 2017 report found that 1.5 percent of the faculty at the University of California, Berkeley, reported having a disability. However, the authors of that report commented that they suspected the number was higher but that underreporting made it impossible to get an accurate estimate of the number of disabled professors. As long as college structures disincentivize disability disclosure, most faculty members will continue to hide their disabilities.

Finally, institutional policies and practices around disability disclosure within academe must change. At least three recommendations should be considered.

First, faculty service to their institutions by disabled professors should be prioritized in tenure-review processes. We know that institutional service falls disproportionately on women and minority faculty, and that this service is not valued highly in the tenure-review process. If we want disabled faculty working with disabled student groups, serving as faculty advisers and giving talks about their disabilities to classes, colleges must incentivize them to do so.

Second, academic journals should encourage disabled researchers to discuss the relationship of their disability to the scholarship they produce. Publication continues to be a major determining factor of a professor's merit. For academe to take disability seriously as an identity, other faculty members need to know that disabled professors exist and how their disabilities inform their research.

Third, colleges need to re-evaluate how they prioritize student evaluations. Long-standing research shows that student evaluations are heavily biased against marginalized faculty. When professors disclose their disabilities to students, they expose their minority group status and may face consequences for it in the student evaluation process. Faculty need to know that their jobs are protected if this happens.

The need for more disability disclosure among current faculty does not excuse colleges from also needing to hire more disabled professors. Since the passage of the Americans With Disabilities Act in 1990, more disabled people have steadily claimed their rightful seats in higher education. Currently, around 20 percent of college students report having a disability, and that number is probably underestimated because of the students who don't disclose. College faculty composition should change to reflect the growth in numbers of students with disabilities in higher education.

To fully embrace people with disabilities in higher education, faculty members with disabilities should know that they belong at their institutions. For that to happen, colleges need to encourage more openly disabled professors at the front of classrooms.

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Colleges should support faculty who disclose disabilities (opinion)

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I shrank down in my seat as my professor handed the tests back. I couldn't remember a single question that was asked or any of my responses. My memory of the exam was a fog even though I had just taken it a week before.