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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
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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.more » « less
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null (Ed.)We are not experts in this field. We are learners. We are a group of a teacher education professor and three future teachers focused on STEM equity, and who have become painfully aware of the exclusion of disability from discussions on equitable STEM teaching and learning in the United States. This paper is a review of the literature experiences of learners with disabilities. We examine the underrepresentation of people with disabilities in STEM fields through the lenses of STEM, disability, and education. Our goal is to encourage other educators and researchers to broaden their equity lenses to regularly include disability, rather than viewing it as an issue siloed to special education and disability studies. We write this paper with the hope of inviting you to be co-learners and co-teachers with us in normalizing the conversation around disability.more » « less
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null (Ed.)In the United States, we lament the lack of diversity in STEM fields and in teacher education, but many of our actions as educators continue to “weed out” students from nondominant communities and those who are differently abled. Society, parents, and other students need to understand that students with disabilities are as capable of academic achievement as any other student given the proper accommodations that allow for success. This is an issue that should not be limited to the silo of disability studies—it is one that must be recognized by all teachers.more » « less