ERIC Number: EJ991205
Record Type: Journal
Publication Date: 2012-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Assisting Students with High-Incidence Disabilities to Pursue Careers in Science, Technology, Engineering, and Mathematics
Dunn, Cari; Rabren, Karen S.; Taylor, Stephanie L.; Dotson, Courtney K.
Intervention in School and Clinic, v48 n1 p47-54 Sep 2012
Persons with disabilities have been underrepresented in the science, technology, engineering, and mathematics (STEM) fields for many years. Reasons for this include low expectations for students with disabilities, limited exposure to prerequisite courses, lack of role models, and lack of access to individualized supports. This article identifies the issues related to the participation of students with learning disabilities and emotional and behavioral disorders in STEM college programs and provides transition planning strategies for assisting and encouraging students as they prepare for and succeed in STEM programs. A case study of a student with a disability who had a goal of pursuing a STEM career illustrates the issues commonly faced by students with disabilities. Research-based planning strategies addressing these issues that help ensure student success are provided. (Contains 1 table and 1 note.)
Descriptors: Learning Disabilities, Behavior Disorders, Middle School Students, High School Students, Role Models, Career Development, STEM Education, Emotional Disturbances, College Preparation, Transitional Programs, Case Studies, School Counseling, Barriers, Student Needs, Student Development, Attention Deficit Hyperactivity Disorder, Access to Education, Mentors
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A