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1. Disabled-2: A modular scaffold protein with multifaceted functions in signaling: Functions of Disabled-2

   https://doi.org/10.1002/bies.201670907  

   Finkielstein, Carla V. ; Capelluto, Daniel G. ( July 2016 , BioEssays)
2. Physics and ableism: One disabled physicist’s perspective

   https://doi.org/10.1119/5.0141424  

   Robertson, Amy D. ( February 2023 , The Physics Teacher)

   In this article, I argue that mainstream physics epistemologies and physics teaching and learning practices reify ableism, augmenting the marginalization of disabled and chronically ill people in physics. I make this claim from my standpoint as a physicist who became disabled and chronically ill when I was 2 years old. 

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3. Stitching Together the Experiences of Disabled Kniters

   Taylor Gotfrid, Kelly Mack ( January 2021 , ACM)

   null (Ed.)

   Knitting is a popular craft that can be used to create customized fabric objects such as household items, clothing and toys. Additionally, many knitters fnd knitting to be a relaxing and calming exercise. Little is known about how disabled knitters use and beneft from knitting, and what accessibility solutions and challenges they create and encounter. We conducted interviews with 16 experienced, disabled knitters and analyzed 20 threads from six forums that discussed accessible knitting to identify how and why disabled knitters knit, and what accessibility concerns remain. We additionally conducted an iterative design case study developing knitting tools for a knitter who found existing solutions insufcient. Our innovations improved the range of stitches she could produce. We conclude by arguing for the importance of improving tools for both pattern generation and modifcation as well as adaptations or modifcations to existing tools such as looms to make it easier to track progress 

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4. Physically Disabled Students in Summer Undergraduate Research Environments

   https://doi.org/10.1109/TE.2021.3101401  

   Schearer, Eric ; Reinthal, Ann ; Jackson, Debbie ( August 2021 , IEEE Transactions on Education)

   Contribution: This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves. Background: Disabled students (DSs) earn bachelor's degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs. Research Question: This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation. Methodology: The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program. Findings: The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program. 

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5. The Epic and the Tragedy: Narratives of a Disabled Physics Student

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

   Oleynik, Dan P. ; Scanlon, Erin M. ; Chini, Jacquelyn J. ( September 2022 , Physics Education Research Conference)

   In this paper, we present a case study with a disabled physics student to draw attention to his experiences in the physics community, and the barriers and supports that he experienced as he advanced through his physics career. Using a methodology of narrative analysis, we identify themes and genres within the stories told by the participant. Narratives are often created to explain the unexpected and to solve a problem. In the physics community, disabled students find their "differences" (i.e., disability/impairments) are often positioned as unexpected and a problem to be solved. We use narrative analysis to humanize disabled physics students and to highlight their lived experiences of progressing through the physics community over their perceived deviation from the physics "norm." From this, we create resources for physics mentors to increase their knowledge of disabled physics students' experiences and how to support accessibility and inclusion in the physics community. 

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