Search for: All records

Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective.