S.T.E.M. Education: Strategies for Teaching Learners with Special Needs


Satasha L. Green (Editor)
College of Education, Chicago State University, Chicago, IL, US

Series: Education in a Competitive and Globalizing World
BISAC: EDU026000

Advancing education in science, technology, engineering and mathematics (STEM) in U.S. public schools has been at the forefront of educational issues and a national priority (President’s Council of Advisors on Science and Technology, 2010). Although there is a need for this ambitious initiative, students with disabilities has been left out of the conversation. Individuals with disabilities have been underrepresented in STEM fields for many years. Traditionally individuals with disabilities in STEM careers lag even further behind discrepancies of race and gender in these areas. Therefore, the need to provide general and special education teachers practices and strategies to improve outcomes for students with disabilities in STEM areas is imperative.

The nation’s changing demographics and continued need to remain globally competitive makes it clear that general and special education teachers need strategies to support, instruct and engage students with disabilities in STEM education. Students in U.S. schools are academically behind their international peers in STEM areas. Currently, the United States ranks 17th in science and 25th in mathematics among other nations (National Center for Education Statistics, 2011). In the field of engineering, college programs in China and India graduated many more engineers than in the U.S. (Gerefii, Wadhwa, Rissing, & Ong, 2008). For example, in 2011, China’s engineering graduates totaled one million (Shammas, 2011), as compared to colleges in the U.S. which graduated 84,599 engineers (Deffree, 2012).

To address this pressing need to provide general and special education teachers practices and strategies to improve outcomes for students with disabilities in science, technology, engineering and mathematics, this book provides teachers and educational professionals the knowledge, skills, practices and strategies to support learners with disabilities in STEM education. This book is intended for undergraduate and graduate students enrolled in methods courses in Colleges of Education, College of Arts and Sciences, and Institutes of Technology. More specifically, this book provides background information to prepare K-12 general and special education teachers and educational professionals in pedagogy for integrated inquiry-based teaching and learning for students with special needs in STEM concepts. This book will also help to provide: (a) ideas about adaptation to STEM content for learners with special needs to meet student learning outcomes and (b) general and special educators with the knowledge, skills and resources for effective STEM teaching and learning for students with special needs. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1 – The Need for STEM Education in Special Education Curriculum and Instruction (pp. 1-20)
Kimberly E. Bryant Davis (Oklahoma State University, OK, USA)

Chapter 2 – Working with Learners with Communication Disorders in STEM (pp. 21-36)
Sunday O. Obi (Kentucky State University, KY, USA)

Chapter 3 – Working with Learners with Cognitive Disabilities in STEM (pp. 36-52)
Sunday O. Obi (Kentucky State University, KY, USA)

Chapter 4 – Working with Learners with Learning Disabilities in STEM: Implications for a Successful Model (pp. 53-66)
Audrey M. Sorrells, Heather A. Cole, Barbara Pazey and Jessica F. Carter (The University of Texas at Austin, TX, USA)

Chapter 5 – Improving the Outcomes for Students with Emotional/Behavioral Disorders in STEM (pp. 66-80)
Lenwood Gibson and Festus E. Obiakor (Queens College of New York, NY, USA and others)

Chapter 6 – Teaching STEM to Students with Autism Spectrum Disorders (pp. 81-98)
Ernst Van Bergeijk, Michelle Ranaldo and Oren Shtayermman (New York Institute of Technology, NY, USA)

Chapter 7 – Teaching Children and Adolescents with Traumatic Brain Injury in Inclusive STEM Classroom Settings (pp. 99-114)
Cheryl A. Utley and Festus E. Obiakor (Valdosta State University, GA, USA and others)

Chapter 8 – Working with Learners with Physical and Health Impairments in STEM (pp. 115-130)
Amina M. Turton (Vancouver Island University, BC, Canada)

Chapter 9 – Working with Learners with Hearing Loss in STEM (pp. 131-142)
C. Jonah Eleweke (Portland State University, Portland, Oregon, USA)

Chapter 10 – Working with Learners with Visual Impairments in STEM (pp. 143-156)
Kimberly M. Edwards and Satasha L. Green (Chicago State University, IL, USA)

Chapter 11 – Working with English Language Learners with Special Needs in STEM (pp. 157-180)
Diane Torres-Velásquez, Deborah Roberts-Harris, Carlos López Leiva, Carol Westby, Gilberto Lobo, Barbara Dray, Ana Genoveva Martínez de la Cueva Astigarraga and Jean Rockford Aguilar-Valdez (The University of New Mexico, NM, USA and others)

Chapter 12 – Working with Culturally Diverse Learners with Special Needs in Stem (pp. 181-194)
Sandra Cooley-Nichols and Adriane Sheffield (University of Alabama, AL, USA)

Chapter 13 – Transitioning and Preparing Learners with Special Needs into STEM Careers (pp. 195-218)
Cari Dunn, Karen Rabren, Melody Russell, Cindy Massey, and Michele Martin (Auburn University, AL, USA)

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