How do we close a gap that is largely invisible?
The relative invisibility of disability for adults in our society is reflected by an accompanying hole in the research and practitioner literature. It’s hard to know what the degree of disproportionality is...how can we close a gap that’s largely invisible?
The general absence of disability from the educational equity lens makes it hard to determine and address the degree of underrepresentation of people with disabilities in STEM fields.
In our review of the research and reflection in connection with our own experiences, we started to theorize about why disability is relatively invisible in non-special education, in STEM fields, and in the educational equity lens. We are encouraging future actions to address the problem. This research will be conducted with the assistance of our U-R STEM Noyce Scholars, faculty, educators and you.
Invisibility of Disability in STEM Panel Presentation
February 10, 2021
Your engagement is welcome via the survey link, padlet and through resource sharing.
Padlet with survey link, resources, & space for feedback https://padlet.com/jjaz2co/4fu877szkb942n73
Related to this panel, we have created a survey for adults with disabilities to share their experiences.
Our aim is to 1) create a space for adults with experiences with disability to share their stories, and 2) to help raise awareness of disability among educators at all levels. We hope to contribute to the normalization of disability in education and beyond. The research team is made up of students, teachers, and Noyce leadership. https://msudenver.qualtrics.com/jfe/form/SV_1SrtcGZipvoVIGi
Broadening the Equity Lens for STEM Teacher Education: The Invisibilty of Disabilty
Noyce Scholar Joe Schneiderwind and PI Dr. Janelle Johnson ask, "What can we do to build and diversify the STEM teacher pipeline to include and support educators with disabilities?" Joe's research as a student in Janelle's multicultural education course pushed them to explore the absence of disability from most discussions on equitable teaching and learning outside special education and disability studies.
Read the Blog:
Thank you to the National Science Foundation for their support