Create Beautiful DesignsSection #1: (STEM)2 and Adaptive Inclusion for Exceptionality
(Basham & Marino's UDL model in STEM - See link below for the article) In this section we are going to examine the complex relationship between exceptionality and STEM. As illuminated in the article we are reading this week and the video case study below, there is ample evidence that exceptional students are often excluded from STEM learning despite research suggesting the benefits of science activities and learning for ALL student including those in special education programs. Many schools often make the mistake of pulling special education students from science lessons, activities and field trips. This practice is not inclusive STEM and as future elementary teachers, it is important to find ways to create science learning activities for every student in your classroom. However, this can be quite challenging. How do you modify your STEM lessons for the diverse populations of cognitive and physical diverse students? In our article this week, Basham and Marino (2013) discuss the value of Universal Design for Learning (UDL) which provides an important educational tool for differentiating and personalizing STEM learning activities for all students. In class we will be discussing Basham and Marino's article and exploring different ways to modify our lessons and SEEd activities for exceptionally diverse students as an important form of inclusive educational practice. I have also included a research guide from ARISE (see below) on exceptional STEM. Be sure to check them both out. Article: Basham, J. & Marino, M. (2018). Understanding STEM education and supporting students through universal design for learning.(Article Link) ARISE (Advancing Research in STEM Education) - Broadening the Equity Lens for STEM Teacher Education in the Invisibility of Disability. (Website Link)Links to an external site. In addition to the article above, I wanted to present a case study in the connection between exceptionality and SEEd. Consider the following Tedx presentation by Sam Berns below. After watching his story below, imagine having an exceptional student like Sam in your elementary classroom. What are the science and engineering connections in his story and philosophy that you might incorporate into your own inclusive educational practices as it relates to (STEM)2? https://www.youtube.com/watch?v=36m1o-tM05g (Links to an external site.) Reflection QuestionsAfter reading the article and viewing the video, use these guiding questions to help frame your understanding of (STEM)2 and exceptional inclusion:
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