Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review
Main Article Content
Keywords
informal learning, STEM, Neurodiverse
Abstract
Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.
References
Bales, S., Volmert, A., & Kendall-Taylor, N. (2015). The power of explanation: Reframing STEM and informal learning. Frameworks Institute. https://www.frameworksinstitute.org/publication/the-power-of-explanation-reframing-stem-and-informal-learning/
Bargagna, S., Castro, E., Cecchi, F., Cioni, G., Dario, P., Dell’Omo, M., Di Lieto, M., Inguaggiato, E., Martinelli, A., Pecini, C., & Sgandurra, G. (2019). Educational robotics in down syndrome: A feasibility study. Technol Knowl Learn, 24(2), 315–323. https://doi.org/10.1007/s10758-018-9366-z
Bell, P., Lewensein, B., Shouse, A., & Feder, M. (2009). Diversity and equity. In National Research Council (Ed.), Learning Science in Informal Environments: People, Places, and Pursuits. The National Academies Press. https://doi.org/10.17226/12190
Bonato, S. (2018). Searching the grey literature: A handbook for searching reports, working papers, and other unpublished research. Rowman & Littlefield. https://books.google.com/books/about/Searching_the_Grey_Literature.html?id=3HleDwAAQBAJ
Chandrasekhar, T. (2020). Supporting the needs of college students with autism spectrum disorder. Journal of American College Health, 68(8), 936–939. https://doi.org/10.1080/07448481.2019.1686003
Chen, J., & Usher, E. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21. https://doi.org/10.1016/j.lindif.2012.11.002
Chen, Y., Murthi, K., Martin, W., Vidiksis, R., Riccio, A., & Patten, K. (2021). Experiences of students, teachers, and parents participating in an inclusive, school‑based informal engineering education program. Journal of Autism and Developmental Disorders.
Chen, Y., Patten, K., Martin, W., Vidiksis, R., & Hupert, N. (2020). Making for inclusion: Collaborative creation of an engineering design program in autism-inclusion middle schools. Proceedings of the 2020 AERA Annual Meeting. 2020 AERA Annual Meeting. https://doi.org/10.3102/1578616
Cominsky, L., Riccio, A., Martin, W., Peticolas, L., Mendez, B., Perez, S., Williams, G., Grillo-Hill, A., & Valcarcel, J. (2022). NASA’s neurodiversity network (N3). Revista Mexicana de Astronomía y Astrofísica Serie de Conferencias, 54, 61–65. https://doi.org/10.22201/ia.14052059p.2022.54.13
Dabney, K., Tai, R., Almarode, J., Miller-Friedmann, J., Sonnert, G., Sadler, P., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. Int J Sci Educ B Commun Public Engagem, 2(1), 63–79. https://doi.org/10.1080/21548455.2011.629455
Dahleh, M., & Jonathan, B. (2018). Using informal learning environments to encourage more diverse engineers. 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1–4. https://doi.org/10.1109/WEEF-GEDC.2018.8629626
Denson, C., Austin, C., Hailey, C., & Householder, C. (2015). Benefits of informal learning environments: A focused examination of STEM-based program environments. Journal of STEM Education, 16(1), 11–15. https://www.learntechlib.org/p/151634/
Dunn, L., Diener, M., Wright, C., Wright, S., & Narumanchi, A. (2015). Vocational exploration in an extracurricular technology program for youth with autism. Work, 52(2), 457–468. https://doi.org/10.3233/WOR-152160
Ehsan, H., & Cardella, M. (2019). Investigating children with autism’s engagement in engineering practices: Problem scoping (Fundamental). 2019 ASEE Annual Conference & Exposition Proceedings, 33022. https://doi.org/10.18260/1-2--33022
Elsayed, R., Melchior, K., Nguyen, K., & Valcarcel, J. (2022). Evaluation memo on N3 professional learning sessions on neurodiverse youth in April and May 2022. WestED.
Fisher, K., Gallegos, B., & Bousfield, T. (2019). Students with autism spectrum disorders who participate in FIRST robotics. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 3(1). https://doi.org/10.20429/stem.2019.030105
Gregg, N., Galyardt, A., Wolfe, G., Moon, N., & Todd, R. (2017). Virtual mentoring and persistence in STEM for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 205–214. https://doi.org/10.1177/2165143416651717
Howard, A., & Park, H. (2014). Using tablet devices to engage children with disabilities in robotic educational activities. Journal on Technology and Persons with Disabilities, 2(16). http://hdl.handle.net/10211.3/133378
Langa, L., Monaco, P., Subramaniam, M., Jaeger, P., Shanahan, K., & Ziebarth, B. (2013). Improving the museum experiences of children with autism spectrum disorders and their families: An exploratory examination of their motivations and needs and using web-based resources to meet them. Curator, 56(3), 323–335. https://doi.org/10.1111/cura.12031
Lavigne, G., Vallerand, R., & Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach. European Journal of Psychology of Education, 22(3), 351–369. https://doi.org/10.1007/BF03173432
Lesser, M. (n.d.). MakerEd & autism (No. 34). https://podcasts.apple.com/us/podcast/makered-autism/id1279984850?i=1000415173101
Lin, P., & Schunn, C. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551–2572. https://doi.org/10.1080/09500693.2016.1251631
Lussenhop, A., Mesiti, L., Cohn, E., Orsmond, G., Goss, J., Reich, C., Osipow, A., Pirri, K., & Lindgren-Streicher, A. (2016). Social participation of families with children with autism spectrum disorder in a science museum. Museums & Social Issues, 11(2), 122–137. https://doi.org/10.1080/15596893.2016.1214806
Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M., & Soledad, S. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9
Martin, W., Vidiksis, R., Patten, K., & Chen, Y. (2019). Making on and off the spectrum [National Science Teaching Association]. Connected Science Learning. https://www.nsta.org/connected-science-learning/connected-science-learning-april-june-2019/making-and-spectrum
Martin, W., Yu, J., Wei, X., Vidiksis, R., Patten, K., & Riccio, A. (2020). Promoting science, technology, and engineering self-efficacy and knowledge for all with an autism inclusion maker program. Frontiers in Education, 5, 75. https://doi.org/10.3389/feduc.2020.00075
McCarthy, B., Brenner, D., & Morgan, C. (2021). Science learning with Hero Elementary: Blended learning resources to reach students with disabilities. WestED.
Mellifont, D. (2021). Ableist ivory towers: A narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society. https://doi.org/10.1080/09687599.2021.1965547
Nguyen, K., Grillo-Hill, A., Valcarcel, J., & Elsayed, R. (2021). Redeveloping resources Y1: Results from observations and interviews with instructors and their students about the resource redevelopment process. WestED.
Powers, L., Schmidt, J., Sowers, J., & McCracken, K. (2015). Qualitative investigation of the influence of STEM mentors on youth with disabilities. Career Development and Transition for Exceptional Individuals, 38(1), 25–38. https://doi.org/10.1177/2165143413518234
Powers, L., Sowers, J., & Stevens, T. (1995). An exploratory, randomized study of the impact of mentoring on the self-efficacy and community-based knowledge of adolescents with severe physical challenges. Journal of Rehabilitation. https://www.semanticscholar.org/paper/An-Exploratory%2C-Randomized-Study-of-the-Impact-of-Powers-Sowers/6c98e9a292e34a56427275faa58827663c6c4d35
Reich, C., Price, J., Rubin, E., & Steiner, M. (2010). Inclusion, disabilities, and informal science learning. Center for Advancement of Informal Science Education (CAISE) Access Inquiry Group. https://www.informalscience.org/sites/default/files/InclusionDisabilitiesandInformalScienceEducation.pdf
Riccio, A. (2022). Building engineering interest and resilience through maker programming in autism-inclusion schools. ASEE 2022 Annual Conference: Excellence through Diversity, 8.
Roberts, T., Jackson, C., Mohr-Schroeder, M., Bush, S., Maiorca, C., Cavalcanti, M., Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5. https://doi.org/10.1186/s40594-018-0133-4
Schindler, V., Cajiga, A., Aaronson, R., & Salas, L. (2015). The experience of transition to college for students diagnosed with Asperger’s Disorder. Open Journal of Occupational Therapy, 3(1). https://doi.org/10.15453/2168-6408.1129
Schnittka, C., Brandt, C., Jones, B., & Evans, M. (2012). Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. Advances in Engineering Education, 3(2). https://files.eric.ed.gov/fulltext/EJ1076077.pdf
Sowers, J., Powers, L., Schmidt, J., Keller, T., Turner, A., Salazar, A., & Swank, P. (2017). A randomized trial of a science, technology, engineering, and mathematics mentoring program. Career Development and Transition for Exceptional Individuals, 40(4), 196–204. https://doi.org/10.1177/2165143416633426
Stanford, A., Wilson, C., & Barker, E. (2018). Renovating our science learning centers: Informal learning centers transcend disciplinary boundaries as students address real-world applications. Science and Children, 55(9), 62–67.
Syharat, C., Hain, A., & Zaghi, A. (2020). Promoting neurodiversity in engineering through specialized outreach activities for pre-college students. Journal of Higher Education Theory and Practice, 20(14), 111–123.
Valcarcel, J., Grillo-Hill, A., Nguyen, K., & Elsayed, R. (2021). Mentor feedback on N3 training sessions: Results from interviews with N3 SME mentors about their experiences with program training sessions in May 2021. WestED.
Wright, L., & Moskal, B. (2014). Including children with disabilities in STEM: An outreach program for dyslexic students (Research to practice). 2014 ASEE Annual Conference & Exposition Proceedings, 24.726.1-24.726.12. https://doi.org/10.18260/1-2--20618
Bargagna, S., Castro, E., Cecchi, F., Cioni, G., Dario, P., Dell’Omo, M., Di Lieto, M., Inguaggiato, E., Martinelli, A., Pecini, C., & Sgandurra, G. (2019). Educational robotics in down syndrome: A feasibility study. Technol Knowl Learn, 24(2), 315–323. https://doi.org/10.1007/s10758-018-9366-z
Bell, P., Lewensein, B., Shouse, A., & Feder, M. (2009). Diversity and equity. In National Research Council (Ed.), Learning Science in Informal Environments: People, Places, and Pursuits. The National Academies Press. https://doi.org/10.17226/12190
Bonato, S. (2018). Searching the grey literature: A handbook for searching reports, working papers, and other unpublished research. Rowman & Littlefield. https://books.google.com/books/about/Searching_the_Grey_Literature.html?id=3HleDwAAQBAJ
Chandrasekhar, T. (2020). Supporting the needs of college students with autism spectrum disorder. Journal of American College Health, 68(8), 936–939. https://doi.org/10.1080/07448481.2019.1686003
Chen, J., & Usher, E. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21. https://doi.org/10.1016/j.lindif.2012.11.002
Chen, Y., Murthi, K., Martin, W., Vidiksis, R., Riccio, A., & Patten, K. (2021). Experiences of students, teachers, and parents participating in an inclusive, school‑based informal engineering education program. Journal of Autism and Developmental Disorders.
Chen, Y., Patten, K., Martin, W., Vidiksis, R., & Hupert, N. (2020). Making for inclusion: Collaborative creation of an engineering design program in autism-inclusion middle schools. Proceedings of the 2020 AERA Annual Meeting. 2020 AERA Annual Meeting. https://doi.org/10.3102/1578616
Cominsky, L., Riccio, A., Martin, W., Peticolas, L., Mendez, B., Perez, S., Williams, G., Grillo-Hill, A., & Valcarcel, J. (2022). NASA’s neurodiversity network (N3). Revista Mexicana de Astronomía y Astrofísica Serie de Conferencias, 54, 61–65. https://doi.org/10.22201/ia.14052059p.2022.54.13
Dabney, K., Tai, R., Almarode, J., Miller-Friedmann, J., Sonnert, G., Sadler, P., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. Int J Sci Educ B Commun Public Engagem, 2(1), 63–79. https://doi.org/10.1080/21548455.2011.629455
Dahleh, M., & Jonathan, B. (2018). Using informal learning environments to encourage more diverse engineers. 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1–4. https://doi.org/10.1109/WEEF-GEDC.2018.8629626
Denson, C., Austin, C., Hailey, C., & Householder, C. (2015). Benefits of informal learning environments: A focused examination of STEM-based program environments. Journal of STEM Education, 16(1), 11–15. https://www.learntechlib.org/p/151634/
Dunn, L., Diener, M., Wright, C., Wright, S., & Narumanchi, A. (2015). Vocational exploration in an extracurricular technology program for youth with autism. Work, 52(2), 457–468. https://doi.org/10.3233/WOR-152160
Ehsan, H., & Cardella, M. (2019). Investigating children with autism’s engagement in engineering practices: Problem scoping (Fundamental). 2019 ASEE Annual Conference & Exposition Proceedings, 33022. https://doi.org/10.18260/1-2--33022
Elsayed, R., Melchior, K., Nguyen, K., & Valcarcel, J. (2022). Evaluation memo on N3 professional learning sessions on neurodiverse youth in April and May 2022. WestED.
Fisher, K., Gallegos, B., & Bousfield, T. (2019). Students with autism spectrum disorders who participate in FIRST robotics. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 3(1). https://doi.org/10.20429/stem.2019.030105
Gregg, N., Galyardt, A., Wolfe, G., Moon, N., & Todd, R. (2017). Virtual mentoring and persistence in STEM for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 205–214. https://doi.org/10.1177/2165143416651717
Howard, A., & Park, H. (2014). Using tablet devices to engage children with disabilities in robotic educational activities. Journal on Technology and Persons with Disabilities, 2(16). http://hdl.handle.net/10211.3/133378
Langa, L., Monaco, P., Subramaniam, M., Jaeger, P., Shanahan, K., & Ziebarth, B. (2013). Improving the museum experiences of children with autism spectrum disorders and their families: An exploratory examination of their motivations and needs and using web-based resources to meet them. Curator, 56(3), 323–335. https://doi.org/10.1111/cura.12031
Lavigne, G., Vallerand, R., & Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach. European Journal of Psychology of Education, 22(3), 351–369. https://doi.org/10.1007/BF03173432
Lesser, M. (n.d.). MakerEd & autism (No. 34). https://podcasts.apple.com/us/podcast/makered-autism/id1279984850?i=1000415173101
Lin, P., & Schunn, C. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551–2572. https://doi.org/10.1080/09500693.2016.1251631
Lussenhop, A., Mesiti, L., Cohn, E., Orsmond, G., Goss, J., Reich, C., Osipow, A., Pirri, K., & Lindgren-Streicher, A. (2016). Social participation of families with children with autism spectrum disorder in a science museum. Museums & Social Issues, 11(2), 122–137. https://doi.org/10.1080/15596893.2016.1214806
Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M., & Soledad, S. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9
Martin, W., Vidiksis, R., Patten, K., & Chen, Y. (2019). Making on and off the spectrum [National Science Teaching Association]. Connected Science Learning. https://www.nsta.org/connected-science-learning/connected-science-learning-april-june-2019/making-and-spectrum
Martin, W., Yu, J., Wei, X., Vidiksis, R., Patten, K., & Riccio, A. (2020). Promoting science, technology, and engineering self-efficacy and knowledge for all with an autism inclusion maker program. Frontiers in Education, 5, 75. https://doi.org/10.3389/feduc.2020.00075
McCarthy, B., Brenner, D., & Morgan, C. (2021). Science learning with Hero Elementary: Blended learning resources to reach students with disabilities. WestED.
Mellifont, D. (2021). Ableist ivory towers: A narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society. https://doi.org/10.1080/09687599.2021.1965547
Nguyen, K., Grillo-Hill, A., Valcarcel, J., & Elsayed, R. (2021). Redeveloping resources Y1: Results from observations and interviews with instructors and their students about the resource redevelopment process. WestED.
Powers, L., Schmidt, J., Sowers, J., & McCracken, K. (2015). Qualitative investigation of the influence of STEM mentors on youth with disabilities. Career Development and Transition for Exceptional Individuals, 38(1), 25–38. https://doi.org/10.1177/2165143413518234
Powers, L., Sowers, J., & Stevens, T. (1995). An exploratory, randomized study of the impact of mentoring on the self-efficacy and community-based knowledge of adolescents with severe physical challenges. Journal of Rehabilitation. https://www.semanticscholar.org/paper/An-Exploratory%2C-Randomized-Study-of-the-Impact-of-Powers-Sowers/6c98e9a292e34a56427275faa58827663c6c4d35
Reich, C., Price, J., Rubin, E., & Steiner, M. (2010). Inclusion, disabilities, and informal science learning. Center for Advancement of Informal Science Education (CAISE) Access Inquiry Group. https://www.informalscience.org/sites/default/files/InclusionDisabilitiesandInformalScienceEducation.pdf
Riccio, A. (2022). Building engineering interest and resilience through maker programming in autism-inclusion schools. ASEE 2022 Annual Conference: Excellence through Diversity, 8.
Roberts, T., Jackson, C., Mohr-Schroeder, M., Bush, S., Maiorca, C., Cavalcanti, M., Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5. https://doi.org/10.1186/s40594-018-0133-4
Schindler, V., Cajiga, A., Aaronson, R., & Salas, L. (2015). The experience of transition to college for students diagnosed with Asperger’s Disorder. Open Journal of Occupational Therapy, 3(1). https://doi.org/10.15453/2168-6408.1129
Schnittka, C., Brandt, C., Jones, B., & Evans, M. (2012). Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. Advances in Engineering Education, 3(2). https://files.eric.ed.gov/fulltext/EJ1076077.pdf
Sowers, J., Powers, L., Schmidt, J., Keller, T., Turner, A., Salazar, A., & Swank, P. (2017). A randomized trial of a science, technology, engineering, and mathematics mentoring program. Career Development and Transition for Exceptional Individuals, 40(4), 196–204. https://doi.org/10.1177/2165143416633426
Stanford, A., Wilson, C., & Barker, E. (2018). Renovating our science learning centers: Informal learning centers transcend disciplinary boundaries as students address real-world applications. Science and Children, 55(9), 62–67.
Syharat, C., Hain, A., & Zaghi, A. (2020). Promoting neurodiversity in engineering through specialized outreach activities for pre-college students. Journal of Higher Education Theory and Practice, 20(14), 111–123.
Valcarcel, J., Grillo-Hill, A., Nguyen, K., & Elsayed, R. (2021). Mentor feedback on N3 training sessions: Results from interviews with N3 SME mentors about their experiences with program training sessions in May 2021. WestED.
Wright, L., & Moskal, B. (2014). Including children with disabilities in STEM: An outreach program for dyslexic students (Research to practice). 2014 ASEE Annual Conference & Exposition Proceedings, 24.726.1-24.726.12. https://doi.org/10.18260/1-2--20618
Article Sidebar
Published
Mar 1, 2024
Article Details
Section
Research Articles and Essays
This work is licensed under a Creative Commons Attribution 4.0 International License.
RDS Journal is an open-access journal, create a free account to read full articles and to submit a proposal. For visual arts and multimedia, submission will be considered evidence that you are offering RDS the right to display your work without penalty, compensation or royalties.
Author Biographies
Ronda Jenson, Northern Arizona University
Ronda Jenson is an associate professor in psychological sciences and the research director at The Institute for Human Development at Northern Arizona University.
Michele Sky Lee, Northern Arizona University
Michele Lee is a research associate at The Institute for Human Development at Northern Arizona University.
Amy Hughes, Northern Arizona University
Amy Hughes is a librarian at Cline Library at Northern Arizona University.
April Vollmer, Northern Arizona University
April Vollmer is a psychological sciences graduate student at Northern Arizona University.
Emma Maroushek, Northern Arizona University
Emma Maroushek is a graduate of Northern Arizona University’s psychological sciences program.