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1. (2021). Hidden in Plain Sight: Students with Disabilities in STEM Education. . https://www.filodiritto.com/proceedings

   Schneiderwind, J. ( January 2021 , New Perspectives in Science Education 2021 Conference Proceedings)

   We are not experts in this field. We are learners. We are a group of a teacher education professor and three future teachers focused on STEM equity, and who have become painfully aware of the exclusion of disability from discussions on equitable STEM teaching and learning in the United States. This paper is a review of the literature experiences of learners with disabilities. We examine the underrepresentation of people with disabilities in STEM fields through the lenses of STEM, disability, and education. Our goal is to encourage other educators and researchers to broaden their equity lenses to regularly include disability, rather than viewing it as an issue siloed to special education and disability studies. We write this paper with the hope of inviting you to be co-learners and co-teachers with us in normalizing the conversation around disability. 

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2. Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability

   Schneiderwind, Joseph ; Johnson, Janelle M. ( April 2021 , AAAS bulletin)

   Carinci, Jennifer E. ; Calinger, Betty (Ed.)

   In this blog, we examine STEM teacher education as a means of broadening the equity lens to regularly include disability. We invite you to be co-learners with us. Some of you may be new to this topic; others may be experts. We need ALL of you. Normalizing the conversation around disability in STEM will benefit each of us and the teachers and students with whom we work. 

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3. Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability.

   Schneiderwind, J. ; Johnson, J.M. ( April 2021 , AAAS publication)

   Calinger, B. ; Carinci, J. (Ed.)

   In this blog, we examine STEM teacher education as a means of broadening the equity lens to regularly include disability. We invite you to be co-learners with us. Some of you may be new to this topic; others may be experts. We need ALL of you. Normalizing the conversation around disability in STEM will benefit each of us and the teachers and students with whom we work. 

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4. Developing a survey to access mathematics teachers’ perceptions toward students with disabilities

   Romero_Castro, Offir N ; Van_Zoest, Laura R ( October 2023 , North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lambert, T ; Moss, D (Ed.)

   Negative perceptions held by teachers toward students with disabilities create environments that make students feel uncomfortable and often incapable of participating actively in classrooms. Much of the research about these perceptions is focused on teachers of students with learning disabilities, which leaves out teachers’ perceptions toward students with other disabilities. We are developing a responsive online survey to access what mathematics teachers identify as disabilities and their behavior toward students with disabilities in their classroom. In this paper, we describe the process we have developed for constructing this survey. We also share our conceptualization of the relationship between teachers’ perceptions and equity affirmations toward disability, and the results of applying that conceptualization to our research context. 

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5. Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant

   https://doi.org/10.1119/perc.2022.pr.Coffie  

   Coffie, Camille A. ; James, Westley ; Scanlon, Erin M. ; Chini, Jacquelyn J. ( September 2022 , Physics Education Research Conference)

   To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education. 

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