Approximately 10% of computer science and engineering majors have a disability. Students with disabilities face a variety of challenges including those related to stigma around disability, inaccessible tools and instruction, disability disclosure, and a lack of mentors. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies to help each other do a better job of including these students in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, and more will be shared.
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Meenakshi Das, Sarah Lee, Litany Lineberry, Chase Barr (2018). Why inclusion programs are beneficial to students with disabilities and how universities can help: perspectives of students with disabilities. 1st Annual Conference of CoNECD-Collaborative Network for Engineering and Computing Diversity, Crystal City, VA.
With the disparity in the percentage of persons with disabilities who complete an undergraduate education and persist on a STEM career pathway compared to those without a disability, there is much work to be done to create equitable and inclusive academic and work environments. Disability inclusion practices promote innovation and provide an accessible space where all abilities are embraced. This paper will provide an overview of inclusion programs that enable students with disabilities to thrive, with particular emphasis on the STEM pathway. It will provide anecdotal stories of students and early college graduates who have benefited from intervention programs. Recommendations for universities and companies on how they may engage and enable persons with disabilities to persist on STEM pathways will be presented
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- Award ID(s):
- 1649312
- PAR ID:
- 10078660
- Date Published:
- Journal Name:
- 1st Annual Conference of CoNECD-Collaborative Network for Engineering and Computing Diversity
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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While recent calls throughout the engineering education community have focused on increasing diversity and broadening participation in STEM, these conversations typically center on race and gender with little to no work addressing disability. But research in higher education broadly suggests that cognitive, physical, and learning disabilities can markedly impact the ways in which students perceive and experience school, develop professional identities, and move into the engineering workforce. To address this gap, we build on emerging conversations that explore the ways in which students experience disability within the context of engineering education. In particular, we conducted an initial grounded theory analysis of interviews examining professional identity formation in undergraduate civil engineering students who experience disabilities. From our analysis, we observed three themes that begin to highlight ways in which the experience of students with disabilities may contribute to their development as emerging civil engineers.more » « less
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