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Access Needs: Centering Students and Disrupting Ableist Norms in STEM
Daniel L Reinholz1, Samantha W Ridgway2
1Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182-7720.
CBE Life Sciences Education
|August 30, 2021
Summary
Normalizing access needs and check-ins in science, technology, engineering, and mathematics (STEM) education advances disability justice for all individuals. This approach enhances accessibility across educational and professional settings.
Area of Science:
- Science, Technology, Engineering, and Mathematics (STEM) Education
- Disability Justice
- Accessibility Studies
Background:
- Accessibility in STEM education is crucial but often overlooked.
- Disability justice activist circles utilize access needs normalization, a practice not yet widespread in STEM.
Purpose of the Study:
- To introduce and advocate for the normalization of "access talk" within STEM education.
- To promote disability justice by integrating access needs discussions into STEM environments.
- To provide practical strategies for STEM educators to improve accessibility.
Main Methods:
- Conceptual analysis of "access needs" as an accessibility tool.
- Drawing parallels between "access talk" normalization and "pronoun" normalization for social justice.
- Identifying and suggesting concrete techniques for educators.
Main Results:
- The concept of access needs can significantly improve accessibility in STEM.
- Normalizing access needs benefits all individuals, not just those with disabilities.
- Practical methods for implementing access check-ins in STEM settings are provided.
Conclusions:
- Normalizing access talk is essential for advancing disability justice in STEM.
- Implementing access needs strategies enhances inclusivity in classrooms, research groups, and conferences.
- All individuals, disabled or not, have access needs that should be acknowledged and addressed.
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