Understanding Instructional Challenges and Approaches to Including Middle School Students with Disabilities in Makerspace activities: A cross-case analysis
Understanding Instructional Challenges and Approaches to Including Middle School Students with Disabilities in Makerspace activities: A cross-case analysis
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了解将残疾中学生纳入创客空间活动的教学挑战和方法：跨案例分析
DOI：
10.1145/3386201.3386208
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Perry, Michele
中科院分区：
文献类型：
--
作者：
Lee, Chung eun;Samuel, Noah;Israel, Maya;Arnett, Heather;Bievenue, Lisa;Ginger, Jeffrey;Perry, Michele
鉴于K-12教育中MakerSpace经验的激增，越来越有必要确保所有学习者，包括残疾学生和面临学业不及格风险的学生都能使用。对这些人群的有限研究表明，有必要研究更广泛的学习者如何参与K-12 Maker活动，以及他们面临的任何障碍。我们采用了跨案例的定性方法，通过与四名教师的合作来调查参与和参与的问题，这些教师将Maker活动融入了四所不同中学的STEM或理科课程。在这四所学校中，教师报告了学习者面临的多重挑战，包括学生特定的、教学和系统性的障碍。然而，尽管面临这些挑战，我们还是发现了残疾学生有意义地参与Maker活动的证据。从生态模型的角度讨论了对未来研究和实践的影响。
Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective.
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