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Strategies for Out-of-School Time STEM Educators Working with Youth Experiencing Diverse Abilities

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Title: Strategies for Out-of-School Time STEM Educators Working with Youth Experiencing Diverse Abilities
Language: English
Authors: Joelle LeMer, Rasha Elsay, Kirsten Daehler, Nena Bloom
Source: Journal of Youth Development. 2025 20(3):1-18.
Availability: Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-2278; e-mail: cupress@clemson.edu; Web site: www.clemson.edu/press
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: STEM Education, Student Diversity, Students with Disabilities, After School Programs, Informal Education, Barriers, Physical Disabilities, Perceptual Impairments, Teacher Attitudes, Student Needs, Inclusion, Curriculum Design, Faculty Development, Access to Education, Nonformal Education, Extracurricular Activities, Elementary Secondary Education
Geographic Terms: California, Texas, Washington, Montana, Vermont
ISSN: 2325-4009
2325-4017
Abstract: Out-of-school time learning occurs in a variety of settings including formal-learning environments, such as afterschool programs, or informal-learning environments, such as museums or youth clubs. Educators in out-of-school time contexts serve diverse youth populations. Many educators often have limited experience or preparation in how to support STEM learning, particularly with learners experiencing diverse physical and/or sensory abilities, such as mobility, dexterity, vision, or hearing. The purpose of this article is to share research-to-practice strategies for STEM in out-of-school time settings for professionals working with youth experiencing diverse physical and/or sensory abilities. These strategies are derived from a review of available literature coupled with practitioner interviews. A structured literature review identified several barriers to, and supporting ideas for, learning STEM in out-of-school time settings with learners experiencing diverse physical and/or sensory abilities. Six interviews were conducted with a total of nine OST educators from varied settings across the United States to elicit educator reflections about their experiences implementing STEM with diverse abled learners. The interviews were compared to literature findings to derive research-to-practice themes. Themes include (1) understanding the learner, (2) planning for inclusion, (3) attending to curriculum design, and (4) providing out-of-school time educators opportunities for professional learning. Implications for this study include how identified themes and strategies can be useful for the design of out-of-school time STEM programs, curriculum, and professional learning. It is intended that these strategies will result in powerful programs that celebrate diversity and provide equity for all learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484276
Database: ERIC
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  Data: Strategies for Out-of-School Time STEM Educators Working with Youth Experiencing Diverse Abilities
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Youth+Development%22"><i>Journal of Youth Development</i></searchLink>. 2025 20(3):1-18.
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  Data: Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-2278; e-mail: cupress@clemson.edu; Web site: www.clemson.edu/press
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Disabilities%22">Physical Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Impairments%22">Perceptual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+Education%22">Nonformal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 2325-4009<br />2325-4017
– Name: Abstract
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  Data: Out-of-school time learning occurs in a variety of settings including formal-learning environments, such as afterschool programs, or informal-learning environments, such as museums or youth clubs. Educators in out-of-school time contexts serve diverse youth populations. Many educators often have limited experience or preparation in how to support STEM learning, particularly with learners experiencing diverse physical and/or sensory abilities, such as mobility, dexterity, vision, or hearing. The purpose of this article is to share research-to-practice strategies for STEM in out-of-school time settings for professionals working with youth experiencing diverse physical and/or sensory abilities. These strategies are derived from a review of available literature coupled with practitioner interviews. A structured literature review identified several barriers to, and supporting ideas for, learning STEM in out-of-school time settings with learners experiencing diverse physical and/or sensory abilities. Six interviews were conducted with a total of nine OST educators from varied settings across the United States to elicit educator reflections about their experiences implementing STEM with diverse abled learners. The interviews were compared to literature findings to derive research-to-practice themes. Themes include (1) understanding the learner, (2) planning for inclusion, (3) attending to curriculum design, and (4) providing out-of-school time educators opportunities for professional learning. Implications for this study include how identified themes and strategies can be useful for the design of out-of-school time STEM programs, curriculum, and professional learning. It is intended that these strategies will result in powerful programs that celebrate diversity and provide equity for all learners.
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Student Diversity
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: After School Programs
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      – SubjectFull: Barriers
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      – SubjectFull: Perceptual Impairments
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Needs
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      – SubjectFull: Vermont
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