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1. A universal design framework for addressing diversity, equity, and inclusion on postsecondary campuses

   • Burgstahler, S (January 2021, Review of disability studies)

   The pivot toward online courses and services as a result of the COVID-19 pandemic amplified weaknesses in an accommodation approach to making academic offerings accessible to students with disabilities. This article elaborates on how a universal design approach can more effectively reach diversity, equity, and inclusion goals with respect to students with disabilities. 

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2. ATTITUDES TOWARD PROGRAMMING FOR STUDENTS WITH DISABILITIES IN UNDERGRADUATE TECHNOLOGYCOURSES THAT USE PAIR PROGRAMMING: A MATCHED SAMPLES APPROACH

   Watson, S.; Li, L.; Pribesh, S.; Xu, L. (March 2022, The International Conference on Education and New Developments)

   Carmo, M. (Ed.)

   To succeed in the 21stcentury, students need to acquire skills that are critical to the workforce such as collaboration, social skills, and technology literacy (World Economic Forum, 2016). Individuals with disabilities (D) must develop the same skills as their peers without disabilities. Unfortunately, college students with disabilities often find computing courses frustrating and are more vulnerable to lower academic self-concept, academic challenges, and disability stigma (Kim & Kutscher, 2021). Although computing disciplines often provide good job opportunities, Students with D who enrolled in computing courses are especially at risk of falling behind and dropping out of introductory programming courses (Richman et al., 2014). To address the problem, we examined the use of pair programming, a collaborative approach to programming, as a pedagogic method to improve students with disabilities’ attitudes toward programming in undergraduate computer courses. There is a need to study effective instructional approaches that can facilitate learning and improve the outcomes of students with D. 

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3. Achieving CSforAll: Preparing Special Education Pre-service Teachers to Bring Computing to Students with Disabilities

   https://doi.org/10.1145/3478431.3499333  

   Yadav, Aman; Israel, Maya; Bouck, Emily; Cobo, Alexis; Samuels, John (February 2022, Technical Symposium on Computer Science Education)

   While computational thinking has gained popularity in K-12 schools to increase access to computing tools and practices, there is still limited understanding on how to broaden participation of students with disabilities in computational thinking (CT). One approach to increasing access to computing to students with disabilities is to educate future special education teachers to bring CT into their instruction. This study examined the influence of integrating CT into assistive technology course for special education pre-service teachers. Our results suggest that integrating CT into special educa- tion teacher preparation coursework can have a positive impact on how pre-service teachers see the value of bringing computational practices to students with disabilities. 

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4. The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs

   https://doi.org/10.1007/s10763-025-10599-y  

   Mulvey, Kelly_Lynn; Cerda-Smith, Jacqueline; Joy, Angelina; Batul, Martha; Ozturk, Emine (August 2025, International Journal of Science and Mathematics Education)

   Abstract In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without disabilities (M_age = 15.09, SD = .82) recruited from public high schools in Southeastern United States. Differences in their interest in enrolling in advanced STEM courses and having a STEM career were evaluated. Although students with disabilities report lower interest in enrolling in advanced STEM courses they have the same interest in STEM careers as students without disabilities. Moreover, students with disabilities report higher rates of discrimination and more educational barriers than students without disabilities. Schools should focus on providing specific support to students with disabilities to ensure that their educational experiences are equitable. 

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5. Preservice secondary school mathematics teachers' perceptions toward students with disabilities: A preliminary investigation

   Romero_Castro, Offir N; Van_Zoest, Laura R (November 2024, Kent State University)

   Better understanding preservice teachers’ current perceptions toward students with disabilities will allow mathematics educators to create specific strategies for helping students to develop perceptions promoting inclusive classroom environments. To access these perceptions, we developed an online survey that asks respondents about their knowledge of disabilities, their experiences with people with disabilities, and decisions they would make based on classroom scenarios that involve students with disabilities. We gave this survey to 14 preservice secondary school teachers (PSTs). Key findings include five PSTs presented an inclusive perception toward students with disabilities, seven PSTs presented an ambiguous perception and the perceptions of two PSTs remained unknown. All but the latter two PSTs provided at least some evidence of their willingness to fully include students with disabilities in their mathematics classrooms. 

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