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Physically Disabled Students in Summer Undergraduate Research Environments.
- Source :
- IEEE Transactions on Education; May2022, Vol. 65 Issue 2, p156-166, 11p
- Publication Year :
- 2022
-
Abstract
- Contribution: This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves. Background: Disabled students (DSs) earn bachelor’s degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs. Research Question: This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation. Methodology: The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program. Findings: The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00189359
- Volume :
- 65
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- IEEE Transactions on Education
- Publication Type :
- Academic Journal
- Accession number :
- 156718370
- Full Text :
- https://doi.org/10.1109/TE.2021.3101401