View in EDS HTML Full Text PDF Full Text

A Systematic Literature Review of Research-based Interventions and Strategies for Students with Disabilities in STEM and STEAM Education.

Saved in:
Bibliographic Details
Title: A Systematic Literature Review of Research-based Interventions and Strategies for Students with Disabilities in STEM and STEAM Education.
Authors: Ariza, Jonathan Álvarez1,2 (AUTHOR) jalvarez@uniminuto.edu, Hernández Hernández, Carola2 (AUTHOR) c-hernan@uniandes.edu.co
Source: International Journal of Science & Mathematics Education. Oct2025, Vol. 23 Issue 7, p2863-2893. 31p.
Subject Terms: *Students with disabilities, *STEM education, *Autism, *STEAM education, *Assistive technology, Psychological techniques, Systems theory
Geographic Terms: United States
Abstract: Statistical studies performed mainly in the U.S. have depicted that students with disabilities (SWDs) are excluded from the educational process and are prone to several gaps and barriers in terms of special accommodations, learning opportunities, and socio-emotional support in Science, Technology, Engineering, Mathematics (STEM)-Science, Technology, Engineering, Arts, Mathematics (STEAM) education. To clarify this, we conducted a systematic literature review focused on interventions and strategies in STEM and STEAM education for SWDs based on 263 studies retrieved from the databases SCOPUS, Web of Science (WoS), and ERIC from 2013–2024. The studies cover proposals from early childhood to tertiary education. After the screening and appraisal stages, 39 interventions with 21 strategies were identified. The outcomes mostly reveal the following: (1) The studies are mainly focused on the U.S. and in students with autism, learning disabilities, or behavioral disorders between low and medium severity levels. (2) Interventions for autistic students use robotics and coding to foster cognitive, social, and communicative skills. (3) Interventions for deaf or hard-of-hearing students focus on creating a science identity and the issues with non-standardized STEM concepts in American sign language (ASL); in contrast, visually impaired students focus on assistive technologies and the accessibility of educational materials. (4) Little attention has been paid to other disabilities apart from autism, intellectual or learning ones, as well as the perspective of educators to support SWDs in classrooms. And (5) New machine learning, metaverse, and AI models are being used to assess the cognitive-emotional states of the SWDs. The conclusions and insights derived from this study can help educators and researchers to create new methodologies or strategies that sustain SWDs in STEM-STEAM education. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 189055842
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Systematic Literature Review of Research-based Interventions and Strategies for Students with Disabilities in STEM and STEAM Education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ariza%2C+Jonathan+Álvarez%22">Ariza, Jonathan Álvarez</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> jalvarez@uniminuto.edu</i><br /><searchLink fieldCode="AR" term="%22Hernández+Hernández%2C+Carola%22">Hernández Hernández, Carola</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> c-hernan@uniandes.edu.co</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Oct2025, Vol. 23 Issue 7, p2863-2893. 31p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Assistive+technology%22">Assistive technology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+theory%22">Systems theory</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Statistical studies performed mainly in the U.S. have depicted that students with disabilities (SWDs) are excluded from the educational process and are prone to several gaps and barriers in terms of special accommodations, learning opportunities, and socio-emotional support in Science, Technology, Engineering, Mathematics (STEM)-Science, Technology, Engineering, Arts, Mathematics (STEAM) education. To clarify this, we conducted a systematic literature review focused on interventions and strategies in STEM and STEAM education for SWDs based on 263 studies retrieved from the databases SCOPUS, Web of Science (WoS), and ERIC from 2013–2024. The studies cover proposals from early childhood to tertiary education. After the screening and appraisal stages, 39 interventions with 21 strategies were identified. The outcomes mostly reveal the following: (1) The studies are mainly focused on the U.S. and in students with autism, learning disabilities, or behavioral disorders between low and medium severity levels. (2) Interventions for autistic students use robotics and coding to foster cognitive, social, and communicative skills. (3) Interventions for deaf or hard-of-hearing students focus on creating a science identity and the issues with non-standardized STEM concepts in American sign language (ASL); in contrast, visually impaired students focus on assistive technologies and the accessibility of educational materials. (4) Little attention has been paid to other disabilities apart from autism, intellectual or learning ones, as well as the perspective of educators to support SWDs in classrooms. And (5) New machine learning, metaverse, and AI models are being used to assess the cognitive-emotional states of the SWDs. The conclusions and insights derived from this study can help educators and researchers to create new methodologies or strategies that sustain SWDs in STEM-STEAM education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189055842
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10763-025-10544-z
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 2863
    Subjects:
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: STEAM education
        Type: general
      – SubjectFull: Assistive technology
        Type: general
      – SubjectFull: Psychological techniques
        Type: general
      – SubjectFull: Systems theory
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: A Systematic Literature Review of Research-based Interventions and Strategies for Students with Disabilities in STEM and STEAM Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ariza, Jonathan Álvarez
      – PersonEntity:
          Name:
            NameFull: Hernández Hernández, Carola
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 15710068
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: International Journal of Science & Mathematics Education
              Type: main
ResultId 1