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
Author(s)
Lee, Chung eun
Samuel, Noah O.
Israel, Maya
Arnett, Heather
Bievenue, Lisa
Ginger, Jeffrey
Perry, Michele
Issue Date
2020
Keyword(s)
Makerspace activities
K-12 education
Engagement barriers
Learning disabilities
Inclusive makerspace
Abstract
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.
Despite 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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