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1. Practicing physicists’ knowledge about disability: Development of the Disability and Physics Careers Survey (DPCS)

   https://doi.org/10.1119/perc.2020.pr.Scanlon  

   Scanlon, Erin M.; Oleynik, Dan P.; Chini, Jacquelyn J. (September 2020, Physics Education Research Conference 2020, Virtual Conference, 2020)

   null (Ed.)

   Previous research indicated that physics instructors receive little training about supporting people with disabilities, physics curricular materials are not designed to support students with disabilities, and STEM professionals hold more negative views about people with disabilities than their peers in other academic disciplines. We argue that if physics mentors do not know about disability and physics careers, then they will be less likely to appropriately mentor students with disabilities. The purpose of this paper is to introduce, discuss the development of, and present pilot study findings for the Disability and Physics Careers Survey (DPCS), which measures practicing physicists' knowledge about disability and beliefs about the viability of physics career for people with a range of abilities. We collected pilot data at 9 meetings and through a physics listserv; overall 208 participants completed the DPCS. We found that practicing physicists have knowledge about hearing, visual, and emotional/mental health impairments (but not other impairments) and believe the viability of physics careers varies by impairment type. 

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2. Geopolitics of Disability and the Ablenationalism of Refuge

   https://doi.org/10.1080/14650045.2023.2185139  

   Loyd, Jenna M.; Secor, Anna J.; Ehrkamp, Patricia (January 2023, Geopolitics)
3. The Computer as Prosthesis? Embodiment, Augmentation, and Disability

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   Abbate, Janet; Dick, Stephanie (Ed.)

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4. Disability and Invisibility in STEM Education

   https://doi.org/10.33423/jhetp.v20i14.3854  

   Schneiderwind, Joseph; Johnson, Janelle M. (December 2020, Journal of Higher Education Theory and Practice)

   null (Ed.)

   Across STEM fields, the education system continues to “weed out” students from non-dominant communities. Most studies on the damaging effects of underrepresentation focus on minorities or women in STEM fields. We examine some of the research about students with disabilities and note the limited literature on this subject. University enrollment by students with disabilities has increased in the last two decades while the amount of corresponding research published has decreased. This issue should not be siloed to disability studies- it is one that must be recognized by all educators. We conclude with some practical suggestions on how to move forward. 

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5. Please Understand My Disability: An Analysis of YouTubers' Discourse on Disability Challenges

   https://doi.org/10.1145/3686946  

   Niu, Shuo; Liu, Li; Bian, Yali (November 2024, Proceedings of the ACM on Human-Computer Interaction)

   Video-sharing platforms offer a unique avenue for people with disabilities (PWDs) to highlight their experiences, including the challenges and accessibility barriers they face. While creators with disabilities effectively use these platforms to share their life struggles and advocate for societal changes, the scope of research exploring the nature of the discourse activities related to disability challenges remains limited. Our study addresses this gap by conducting a comprehensive qualitative content analysis of 468 videos posted by YouTubers with a range of disabilities, including vision, speech, mobility, hearing, and cognitive and neural impairments. Our findings reveal a predominant discussion on stigma and lack of support. YouTube is also used to share difficulties related to communication and systemic problems. Creators with disabilities also share experiences with technologies and public and private environments, through which they discuss accessibility issues and solutions. Building on our analysis, we propose future research directions aimed at enhancing the experience and support for disability communities on video-sharing platforms. 

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