Resources
Displaying 1 - 8 of 8
We conducted a scoping review in research evidence in STEM learning and young children with disabilities. The major finding was that a majority of the references were related to children of preschool age (3-4 years old). Very few discussed infants/toddlers and children with disabilities.
Publication Date: 03/28/2021
Find examples of adaptations based on functional needs/skills that can be used before or during dialogic reading and other shared book reading experiences.
Publication Date: 8/7/2023
Why is shared storybook reading so important? How can we support children's STEM learning through storybook reading? In this blog post, Dr. Towson shared how to incorporate dialogic reading strategies into your storybook reading
Publication Date: June 2, 2020
STEMIE’s flash presentation and resources on STEM at home for young children with disabilities at Students with additional needs in remote learning – An “Unconference”, May 20, 2020.
Publication Date: May 2020
The chart below outlines 8 easy at-home storybook adaptations, categorized by the type of support families/practitioners may provide (motor, sensory, communicative/linguistic, visual, or auditory).
Publication Date: revised 8/7/2023
At STEMIE, we use adaptations to ensure each and every child, including young children with disabilities can fully participate and engage in STEM (science, technology, engineering, and math) learning opportunities and experiences at home, in early childhood programs, and in the community.
Publication Date: revised 9/29/2023
At STEMIE, we first use adaptations to ensure young children with disabilities can fully participate and engage in STEM (science, technology, engineering, and math) learning opportunities and experiences. However, some young children may require additional instructional supports from adults and/or peers to successfully engage in STEM learning opportunities and experiences.
Publication Date: revised 9/29/2023