614 Views
  1. Hsiu-Ping Liu
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Metropolitan State University of Denver
  1. Kimberlee Bourelle
  2. Post-baccalaureate student
  3. Presenter’s NSFRESOURCECENTERS
  4. Metropolitan State University of Denver
  1. Janelle Johnson
  2. Associate Professor-STEM Education
  3. Presenter’s NSFRESOURCECENTERS
  4. Metropolitan State University of Denver
  1. Joe Schneiderwind
  2. Post-baccalaureate student
  3. Presenter’s NSFRESOURCECENTERS
  4. Metropolitan State University of Denver

Inclusive STEM Teaching Preparation at an Urban Commuter University

NSF Awards: 1660506

2021 (see original presentation & discussion)

Undergraduate, Adult learners

View text and visual transcript for this video

Students with disabilities are highly underserved in STEM education and are often tracked out of pursuing STEM. Teachers who do not major in special education have very limited exposure to effective approaches to serving their students with disabilities. And while many teacher education programs and schools have a growing focus on equity in STEM, disability is often absent from the equity lens. How do we close a gap that’s largely invisible? Three Noyce Scholars from Metropolitan State University of Denver offer their perspectives on this issue. The video offers some starting recommendations with the hope to generate much more dialogue and sharing of resources around this important issue.

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Discussion from the 2021 STEM For All Video Showcase (25 posts)
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 11, 2021 | 11:14 a.m.

    Welcome and thanks for watching our video! This effort was initiated by the students, and we are working to support and sustain this momentum. We created a survey for adults with disabilities to share their experiences. Our aim is to 1) create a space for adults with experiences with disability to share their stories, and 2) to help raise awareness of disability among educators at all levels. We hope to contribute to the normalization of disability in education and beyond. During summer 2021 we will be reaching out to folks who are interested in analyzing the data and collaborating on disseminating the findings. Here is the link to the survey: https://msudenver.qualtrics.com/jfe/form/SV_1SrtcGZipvoVIGi

  • Icon for: Rich Wagner

    Rich Wagner

    Higher Ed Faculty
    May 11, 2021 | 05:14 p.m.

    I am listening to this a second time while posting.  The 3 Noyce Scholars contributions were excellent.

    I have been looking at windows and mirrors for the past couple years, but this clarified. Great job, all involved/

  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 12:48 a.m.

    That’s awesome, Rich, so glad this application helped the concept “gel” a bit.

    Janelle

  • Icon for: Daniel Zietlow

    Daniel Zietlow

    Informal Educator
    May 11, 2021 | 07:56 p.m.

    Hi Janelle -

    Greetings from just up the road in Boulder at NCAR!  This is great work, and something we've been challenged by in the geosciences (where the image is the able-bodied white dude gathering data on the side of a mountain).  What type of teaching & learning/research colalboratives were y'all thinking of this summer?

    Cheers, Dan

  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 12:59 a.m.

    I hear you all have some great models for doing this so we definitely need to connect!

    We had a great response to our initial panel, lots of engagement in the follow up discussion, and want to keep the momentum going. We have a survey that is currently open to attend to the voices of adults with disabilities as they look back on their K-12 experiences and reflect on their workplace contexts.


    What we would love to do is host collaborative sessions where we dig into our survey data with other interested folks. The hope is that those sessions could lead to some co-authoring of publications and presentations among researchers, students, and teachers. We’d love to support the exchange of resources and ideas that lead to broader transformative changes. We are a wonderful teaching institution but our infrastructure for these kinds of efforts is limited...we are really hoping to collaborate with others. 

  • Icon for: Daniel Zietlow

    Daniel Zietlow

    Informal Educator
    May 12, 2021 | 09:55 a.m.

    Definitely!  Myself and my team are focused mostly on college and older, but our UCAR Center for Science Education is focused on K12.  The GLOBE Program also has a lot of great contacts for accessible geoscience K12 resources.  As a filmmaker, I've really been trying to think about whose stories are we telling in the sciences and how are we telling their stories,  Maybe there are some proposals that could grow out of it, too.

     
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    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 10:05 a.m.

    I'm a GLOBE US Partner so I'm already a big fan! Our Multi STEM project is based on GLOBE protocols and helping educators connect with students who they've been less able to engage in science. 

     
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    Daniel Zietlow
  • Icon for: Daniel Zietlow

    Daniel Zietlow

    Informal Educator
    May 12, 2021 | 10:33 a.m.

    Awesome!

  • Icon for: Karen Mutch-Jones

    Karen Mutch-Jones

    Facilitator
    Senior Researcher
    May 11, 2021 | 09:23 p.m.

    Thank you to the Noyce scholars for this presentation and for new initiatives that might increase educator awareness. The argument that we are unlikely to improve teacher preparation if we don't first address the barrier of  'invisibility of disabilities' is compelling.  I'm interested in hearing your thoughts or experiences related to dismantling this barrier.  What helps teachers to ask more questions and acknowledge their lack of understanding?  What structures in teacher preparation might reduced the siloed nature of scholarship?  Thanks!

     
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    Janelle Johnson
  • Icon for: Joe Schneiderwind

    Joe Schneiderwind

    Co-Presenter
    Post-baccalaureate student
    May 11, 2021 | 10:41 p.m.

    Hello Karen,

    Thank you for your questions. I'm not quite of full teacher yet, but what has helped me more than anything is knowing there are questions to be asked. One of those "you don't know what you don't know" situations.

    Specific to teacher preparation, unless student teachers are striving to be certified in special education, I don't think the single course I took in exceptional learners was adequate to prepare me for interactions with students with disabilities. The course I had was I primarily focused on legislation and identification, and not so much on different classroom strategies that can be used to assist these individuals. So, while I understand that understanding legal obligations of a teacher are important, I think a broader exposure to how all teachers can help students with disabilities would prove beneficial. This could then also introduce future teachers to more of "what they don't know" so they are able to ask more questions, but maybe also provide some ideas for strategies or resources they can use to not be overwhelmed.

    – Joe

     
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    Janelle Johnson
  • Icon for: Karen Mutch-Jones

    Karen Mutch-Jones

    Facilitator
    Senior Researcher
    May 14, 2021 | 02:23 p.m.

    Thanks, Joe.  Often it's those thought provoking questions or experiences, not information alone, that make the learning meaningful. I appreciate your thoughtful reflection on what you have learned and your desire to explore what you don't (yet!) know. Best wishes for your ongoing studies. 

  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 12:46 a.m.

    Karen, these are great questions and I really appreciate Joe’s response. At our institution, there are lots of great discussions about educational equity happening, but disability is often excluded from that conversation. As Joe mentioned, when “special education” is a completely distinct track from teacher preparation,  it leaves a lot of us wondering why those silos still exist. Why don’t we prepare all teachers to inclusively serve all their students? There are certainly larger policy questions around teacher licensure processes and how educational delivery is enacted at the school level.

    Hopeful for continuing conversations and advocacy!

    Janelle

  • Icon for: Karen Mutch-Jones

    Karen Mutch-Jones

    Facilitator
    Senior Researcher
    May 14, 2021 | 02:32 p.m.

    Thanks for sharing, and especially for posing these excellent and troubling questions...your framing them as 'why don't' is important.  There is much evidence that the silos are problematic and that teacher preparation is lacking--still--even though we have ample data that taking one "special education" course is likely a meaningless effort.  I'm glad to know that you and your team are keeping these conversations at the forefront!   

     
    1
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    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 14, 2021 | 04:35 p.m.

    Hi Karen,

    I know there are institutions and states who have figured this out at the licensure level...if we could build on those foundations, it’d be really helpful.

  • Icon for: Eric Pyle

    Eric Pyle

    Facilitator
    Professor
    May 12, 2021 | 09:49 a.m.

    Janelle, thank you for offering such a straightforward presentation. Having worked in this field, directly or indirectly, for most of my career, it saddens me that it seems that we have pushed the needle so little for so long.  Those separate tracks for special education teachers can often provide them with all of the skills needed for individualized instruction, but none of the content needed to do so.  As a result, the silo-ization creates a basic language gap between these teachers and STEM teachers in particular, With the renewed focus on DEI, what professional development directions would you suggest for school divisions grappling with this issue?

     
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    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 10:09 a.m.

    Hi Eric, I absolutely get the sadness. I am definitely a newcomer to this realm and I can see it already. We are exploring options for co-teaching structures, both in teacher prep and trying to learn more about what is happening in innovative K-12 schools who are doing this. I think we also need to keep pushing to make sure disability is included in DEI work...isn't that where the "I" in DEI came from in the first place?

  • Icon for: Scott Bellman

    Scott Bellman

    Manager, DO-IT Center
    May 12, 2021 | 01:40 p.m.

    Indeed! At our Center, DO-IT at the University of Washington, we created stickers to give out at campus events, including one sticker that says "Diversity includes Disability" When we were on campus, it was fun to see high school campers sticking them on one another, or seeing a sticker on someone's backpack. I look forward to being in person on campus again, so we can continue these great conversations face-to-face. 

     

     
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    Discussion is closed. Upvoting is no longer available

    Joe Schneiderwind
    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 12, 2021 | 02:17 p.m.

    Love it. We need to scale this up for sure.

  • Icon for: Lindsay Palmer

    Lindsay Palmer

    Graduate Student
    May 12, 2021 | 07:08 p.m.

    Thank you for this important work! I am so happy to see work about students with disabilities. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Janelle Johnson
  • Icon for: Lisette Torres-Gerald

    Lisette Torres-Gerald

    Researcher
    May 13, 2021 | 03:59 p.m.

    Hi, Janelle and Joe! Great video. Thank you.

     
    2
    Discussion is closed. Upvoting is no longer available

    Joe Schneiderwind
    Janelle Johnson
  • Icon for: Susan Warshaw

    Susan Warshaw

    External Evaluator
    May 14, 2021 | 12:28 p.m.

    I agree with the point that disability is limited to those identified with having special educational needs. I have had to adapt courses for students with temporary disabilities due to pregnancy, surgery, injury, or PTSD.  Unfortunately these students tend to drop out because physicians are reluctant to classify them as disabled or admit that their treatment has not cured the student. Without the physicians support the student gest limited support from traditional disability programs.    

     
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    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 14, 2021 | 12:59 p.m.

    Those scenarios certainly represent inequities. I'm wondering which institutions have built better models to proactively support these kinds of challenges.

  • Icon for: Keyla Soto Hidalgo

    Keyla Soto Hidalgo

    Researcher
    May 15, 2021 | 05:44 p.m.

    Excellent job! congratulations

     
    1
    Discussion is closed. Upvoting is no longer available

    Janelle Johnson
  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 15, 2021 | 07:37 p.m.

    Thank you Keyla!

  • Icon for: Janelle Johnson

    Janelle Johnson

    Co-Presenter
    Associate Professor-STEM Education
    May 18, 2021 | 04:22 p.m.

    Thanks to everyone who has viewed our video so far. There are some fantastic videos again this year and we are so happy to be part of this event! 

    If you'd like to keep the conversation going, please feel free to visit our Padlet, a digital space where you can both access and contribute to resources and reflections. We created a Padlet that includes a link to the survey; feedback on the full webinar; resources for educators; the questions we posed to the panel (so you can also respond); career pathways and the workplace; intersectionality; and the references utilized for the background research at the beginning of the panel. Here is the link to the Padlet page. https://padlet.com/jjaz2co/4fu877szkb942n73. If you’d like to see any other columns added, please let us know! Mark the page with a heart at the top so you can easily navigate back to it once you’re in Padlet.

  • Further posting is closed as the event has ended.

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