Research Synthesis of Effective Inclusion Practices for Neurodiverse K-12 Learners in Informal STEM Learning Contexts

可以设计非正式的STEM学习环境、计划和政策，以通过包容性实践支持和促进神经多样性。本项目将通过对现有文献和基于能力社会模型理论的研究的系统回顾和荟萃分析，探索非正式STEM学习对K-12不同神经质学习者的益处。这一框架是一种基于资产的方法，旨在促进社会、认知和身体包容，从而产生积极的结果。利用各种定量和定性的方法，本项目致力于收集和综合证据，以支持和提高K-12不同神经质学习者在非正式STEM学习中的可及性和包容性。它将探索非正式STEM学习的关键特征和有效的循证战略，以有效地让患有自闭症谱系障碍、注意力缺陷多动障碍(ADHD)、阅读障碍和行动不便等神经系统疾病的儿童和青少年参与非正式STEM学习环境。这一复杂综合的发现将为更深入地理解神经多样性的支持提供及时的贡献，同时也突出了为进一步研究、实践和政策转变提供信息的领域。系统审查将在两年内进行。它将侧重于确定促进将有神经发育障碍的儿童和青年纳入非正式STEM学习环境的计划要素。具体地说，审查将探索两个总体研究问题和几个子研究问题：RQ1。在非正式STEM学习环境中，哪些项目要素(教学和学习变量)促进了K-12不同神经STEM学习者的纳入？次要问题1a：促进社会、认知和身体包容的计划元素的重叠和离散特征是什么？次级问题1b：促进纳入的计划要素在哪些方面因STEM非正式学习环境而异？RQ2：非正式STEM学习环境中的哪些项目要素(教学和学习变量)与K-12不同神经STEM学习者的益处相关？次要问题2a：与STEM认同感、自我效能感、STEM兴趣或STEM学习相关的计划元素的重叠和离散特征是什么？次要问题2b：与学生取得积极成果相关的计划要素在哪些方面因非正式STEM学习环境的不同而不同？研究综述将考虑几种不同类型的研究，包括研究和评估；实验和准实验设计；定量、定性和混合方法；以及实施研究。研究小组将(A)审查所有分析并组织结果，以说明模式、因素和关系，(B)从文献中表示的上下文中找出关键区别和细微差别，以及(C)重新审查和确认证据的强度，以全面断言什么有效、为什么有效以及与谁有效。这些发现将在实践简报、期刊文章、AISL资源中心以及面向研究人员、实践者和非正式STEM领导人的演示和材料中传播。最终，这项工作将为不同神经的K-12学习者综合有效的非正式STEM学习实践，并确定进一步研究和发展的机会。这项文献回顾和荟萃分析项目由推进非正式STEM学习(AISL)计划资助，该计划旨在促进对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。这包括为扩大获得和参与STEM学习经验提供多种途径，在非正式环境中推进对STEM学习的创新研究和评估，以及加深参与者对更深层次学习的理解。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Informal STEM learning environments, programs, and policies can be designed to support and promote neurodiversity through inclusive practices. This project will explore the benefits of informal STEM learning for K-12 neurodiverse learners through a systematic review and meta-analysis of extant literature and research grounded in the theory of social model of ability. This framework is an asset-based approach and aims to promote social, cognitive, and physical inclusion, leading to positive outcomes. Using various quantitative and qualitative methodologies, this project endeavors to collect and synthesize the evidence for supporting and enhancing accessibility and inclusiveness in informal STEM learning for K-12 neurodiverse learners. It will explore key features of informal STEM learning and effective, evidence-based strategies to effectively engage children and youth with neurological conditions such as autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), dyslexia, and dyspraxia, in informal STEM learning environments. The findings of this complex synthesis will provide a timely contribution to deeper understanding of supports for neurodiversity while also highlighting areas that inform further research, shifts in practice, and policy. The systematic review will occur over a two-year period. It will focus on identifying program elements that promote inclusion of children and youth with neurodevelopmental disabilities in informal STEM learning contexts. Specifically, the review will explore two overarching research questions and several sub-research questions: RQ1. What program elements (teaching and learning variables) in informal STEM learning settings facilitate inclusion of K-12 neurodiverse STEM learners? Sub-RQ1a: What are the overlapping and discrete characteristics of the program elements that facilitate social, cognitive, and physical inclusion? Sub-RQ1b: In what ways do the program elements that facilitate inclusion vary by informal STEM learning setting? RQ2: What program elements (teaching and learning variables) in informal STEM learning settings are correlated with benefits for K-12 neurodiverse STEM learners? Sub-RQ2a: What are the overlapping and discrete characteristics of the program elements that correlate with increased STEM identity, self- efficacy, interest in STEM, or STEM learning? Sub-RQ2b: In what ways do the program elements that correlate with positive results for students vary by informal STEM learning setting? The research synthesis will consider several different types of studies, including research and evaluation; experimental and quasi-experimental designs; quantitative, qualitative, and mixed methods; and implementation studies. The research team will (a) review all analyses and organize findings to illustrate patterns, factors, and relationships, (b) identify key distinctions and nuances derived from the contexts represented in the literature, and (c) revisit and confirm the strength of evidence for making overall assertions of what works, why, and with whom. The findings will be disseminated in practice briefs, journal articles, the AISL resource center, as well as presentations and materials for researchers, practitioners, and informal STEM leaders. Ultimately, this work will result in a comprehensive synthesis of effective informal STEM learning practices for neurodiverse K-12 learners and identify opportunities for further research and development.This literature review and meta-analysis project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.