Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review

March 1st, 2024 | RESEARCH

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.

Document

https://www.rdsjournal.org/index.php/journal/article/view/1271?articlesBySimilarityPage=4

Team Members

Michele Lee, Author, Northern Arizona University
Amy Hughes, Author, Northern Arizona University
April Vollmer, Author, Northern Arizona University
Emma Maroushek, Author, Northern Arizona University

Citation

Publication: Review of Disability Studies
Volume: 19
Number: 2

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 2115542

Related URLs

Research Synthesis of Effective Inclusion Practices for Neurodiverse K-12 Learners in Informal STEM Learning Contexts

Tags

Access and Inclusion: People with Disabilities
Audience: Administration | Leadership | Policymakers | Educators | Teachers | Evaluators | Museum | ISE Professionals | Scientists
Discipline: Engineering | General STEM
Resource Type: Conference Proceedings | Research
Environment Type: Exhibitions | Public Programs