TY - GEN
T1 - Understanding Instructional Challenges and Approaches to including Middle School Students with Disabilities in Makerspace activities
T2 - 9th Annual Conference on Maker Education: Making as Resistance and Resilience, FabLearn 2020
AU - Lee, Chung Eun
AU - Samuel, Noah
AU - Israel, Maya
AU - Arnett, Heather
AU - Bievenue, Lisa
AU - Ginger, Jeffrey
AU - Perry, Michele
N1 - Funding Information:
ACKNOWLEDGMENTS This work was supported by the National Science Foundation under Grant DRL #1721236. The views expressed are those of the authors and do not necessarily represent the views of the National Science Foundation.
Publisher Copyright:
© 2020 ACM.
PY - 2020/4/4
Y1 - 2020/4/4
N2 - Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective.
AB - Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective.
KW - K-12 education
KW - Makerspace activities
KW - engagement barriers
KW - inclusive makerspace
KW - learning disabilities
UR - http://www.scopus.com/inward/record.url?scp=85120681190&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85120681190&partnerID=8YFLogxK
U2 - 10.1145/3386201.3386208
DO - 10.1145/3386201.3386208
M3 - Conference contribution
AN - SCOPUS:85120681190
T3 - ACM International Conference Proceeding Series
SP - 26
EP - 33
BT - Proceedings of FabLearn 2020 - 9th Annual Conference on Maker Education
PB - Association for Computing Machinery
Y2 - 4 April 2020 through 5 April 2020
ER -