Innovations in STEM education for students with disabilities: A critical examination

Oyebola Olusola Ayeni 1, *, Chika Chioma Unachukwu 2, Blessing Osawaru 3, Onyebuchi Nneamaka Chisom 4 and Ololade Elizabeth Adewusi 5

1 Lead City University, Ibadan, Nigeria.
2 Ministry of Education, Lagos, Nigeria.
3 International School, Benin City, Edo State, Nigeria.
4 National Examinations Council, Nigeria.
5 Independent Researcher, UK.
 
Review
International Journal of Science and Research Archive, 2024, 11(01), 1797–1809.
Article DOI: 10.30574/ijsra.2024.11.1.0285
Publication history: 
Received on 03 January 2024; revised on 11 February 2024; accepted on 13 February 2024
 
Abstract: 
This research paper explores the multifaceted landscape of inclusive STEM education for students with disabilities, dissecting innovations in instructional strategies, accessible resources, teacher professional development, institutional support, evaluation, and ethical considerations. The paper unravels a tapestry of methodologies fostering equitable learning environments through the lens of Universal Design, Differentiated Instruction, and cutting-edge technologies. The pivotal role of teacher professional development and institutional commitment is emphasized, complemented by insights into crafting accessible STEM resources and inclusive assessment practices. Ethical considerations underscore the imperative of fairness, transparency, and respect. In conclusion, the paper envisions a future where inclusive excellence in STEM education becomes a reality, shaping a world where every student, regardless of ability, is empowered in scientific discovery and innovation.
 
Keywords: 
Inclusive STEM Education; Differentiated Instruction; Accessibility in STEM; Teacher Professional Development
 
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