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Abstract Title: Hidden walls: STEM course barriers identified by students with disabilities
Abstract: Historically, society has viewed disability as a personal deficit requiring change to the "disabled" individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments with particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported barriers such as disjointed content and lack of knowledge of effective study strategies. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B6
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Westley James
University of Central Florida
4111 Libra DR
ORLANDO, FL 32816-2385
Phone: 3219480471
and Co-Presenter(s)
Kamryn Lamons, Roberto Spilka, Caroline Bustamante and Jacquelyn J. Chini
Affiliation for all co-authors: University of Central Florida

Contributed Poster

Contributed Poster: Download the Contributed Poster