We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students' needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.
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Access Needs: Centering Students and Disrupting Ableist Norms in STEM
This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in disability justice activist circles, but it has not yet been normalized in STEM education spaces. Just as normalizing the use of pronouns has been an important step for supporting gender justice, we argue that normalizing access talk is an important step for advancing disability justice in STEM fields. Moreover, we argue that all individuals have access needs, regardless of whether they are disabled or nondisabled. We provide concrete suggestions and techniques that STEM educators can use today.
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- Award ID(s):
- 1943146
- PAR ID:
- 10322040
- Editor(s):
- Bauerle, Cynthia
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 20
- Issue:
- 3
- ISSN:
- 1931-7913
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.21-01-0017
