Location

Honolulu, Hawaii, United States

Event Website

https://pacrim.coe.hawaii.edu

Start Date

3-2019 12:00 AM

End Date

3-2019 12:00 AM

Description

A diverse student body is one that includes students with disabilities (SWDs). A lack of institutional support often marginalizes SWDs from actively participating in the STEM community thus removing a large talent pool from the STEM field. Currently there are several reactive higher education policies that begin to support SWD, and therefore not effective in fully supporting SWD. Mostly accommodations are provided to SWD on request. These accommodations are limited modifications that often do not prioritize the student. By making higher education more proactive and empathetic to SWD, we can truly make the student body diverse.

Comments

Sherli Koshy-Chenthittayil, Ph.D. in Mathematics and PostDoctoral Fellow at UConn Health. Her expertise in mathematical biology, helped her as a teacher to understand mathematics education involvement inquiry and participation. To develop participation, she designed group projects as well as mathematics trivia games. As a wheelchair user, she feels a personal need to increase diversity and inclusion at her university. To that extent, she was involved with her university's Accessibility Commission to assist in making Clemson more welcoming to students with disabilities.

Nikeetha Farfan Dsouza has taught schools K-12 for three years and trained public school principals in India. She is currently pursuing her Ph.D. in Curriculum and Instruction at Clemson University. Her research interests include equity, language and culture in science education.

This article is brought to you for free and open access by the Center on Disability Studies, ISSN 2641-6115. Licensed under CC BY 4.0.

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Mar 1st, 12:00 AM Mar 1st, 12:00 AM

The Access and Equity for Students with Disabilities (SWD) in STEM Higher Education

Honolulu, Hawaii, United States

A diverse student body is one that includes students with disabilities (SWDs). A lack of institutional support often marginalizes SWDs from actively participating in the STEM community thus removing a large talent pool from the STEM field. Currently there are several reactive higher education policies that begin to support SWD, and therefore not effective in fully supporting SWD. Mostly accommodations are provided to SWD on request. These accommodations are limited modifications that often do not prioritize the student. By making higher education more proactive and empathetic to SWD, we can truly make the student body diverse.

https://kahualike.manoa.hawaii.edu/pacrim/2019/Articles/4