STEM Instructional strategies for young children with disabilities

In this session, we provide information about four different instructional strategies for supporting the STEM learning of young children with disabilities: (1) capitalize on teachable moments, (2) se the stage with the environment and materials, (3) ask questions and provide challenges, and (4) implement instructional trials. Examples of how to use these strategies at home and school for infants, toddlers, and young children are provided. Presenters: Jessica Hardy, PhD (University of Illinois at Urbana-Champaign) and Bonnie Ingelin, PhD (University of St. Thomas)

Resource Link:

https://youtu.be/m6A1PywjkR0

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Great Resources

We're glad you found them

We're glad you found them helpful!

I liked your presentation

I liked your presentation because it was easy to understand and had a nice variety of teachables and setting the stage examples. Your charts were very to the point with examples.

Thanks so much for the

Thanks so much for the positive feedback--we are glad you enjoyed our presentation!

Thank you!!

You are very welcome!

I think parents and teachers

I think parents and teachers can be intimidated by the unplanned nature of STEM activities - what if a child asks a question I don't know how to answer?? We are used to teaching concepts that we know very well (ABCs and 123s) whereas answering complex science, engineering, robotics, etc questions is scary. How can we help teachers/parents feel confident in supporting STEM without having to be experts!

What a great question! I

What a great question! I think we need to provide teacher- and parent-friendly information about the science behind STEM activities. I also think it is really important for adults to be comfortable with saying something like, "I don't know the answer--let's find out together." I would love to hear what others think!

I completely agree with

I completely agree with Jessica that it is just great to say "I don't know. Let's find the answer together." It is so important for the children to see you as a learner as well. It is great for them to learn how to find answers from multiple sources. This can be hard because some teachers like to seem as they know everything but it is great for children to see you as learner. People who are experts stay that way by continuing to learn.

Great tips on what to do and

Great tips on what to do and ways to get children thinking on a deeper level while also offering support where needed.

Thanks so much for your

Thanks so much for your feedback! We are glad you found the tips helpful!

Great suggestions for parents

Great suggestions for parents and Teachers to carry concepts in both home and school settings.

We are glad you found it

We are glad you found it helpful!

I'm curious how this works

I'm curious how this works remotely. Our organization is in the process of expanding our virtual programming to better accommodate students with special needs, but we're having trouble finding a way to effectively support students with disabilities in our Zoom breakout rooms. (In these rooms, a college student leads students through a series of progressive STEM activities. There are typically 3-4 activities over the course of 2 hours or so, and there are usually about 3-6 students per facilitator.) We're wondering if it makes more sense to have a special breakout room for students with special needs or if we should allow students to work within the regular breakout room until they need extra support, if we should ask parents about the kinds of accommodations their child needs and/or if we should ask the parent to be present during the activity, if we need folks trained specifically in working with students with disabilities or if the college students can get a basic training to support these students, etc. Any suggestions you could give would be appreciated!

Everything is so much harder

Everything is so much harder over distance learning but I am glad your organization is working so hard to make this work for your students. What accommodations students need is really dependent on the specific students and the activity it's self. So I realize that is not a great answer but I would be happy to work with you on more specifics. Overall I would suggest keeping the students with their peers as much as possible. I do think that college students could learn the skills need to support these students. Some other suggestions I have are allowing these students time to move, see if a parent can be there to support the student during the session, make sure you teach the same information in multiple ways, and have visuals to help the students respond to questions.

Bonnie, thank you! Yes, we're

Bonnie, thank you! Yes, we're absolutely finding it more difficult in a distance learning setting. I'd love to speak with you further about suggestions for our particular situation. Is there a good way to contact you (outside of this post forum)? My email is rolinde (at) stemnola (dot) com.

My email is bonnie.ingelin

My email is bonnie.ingelin@stthomas.edu. I look forward to hearing from you.

Will do! Thank you!

Thanks so much for sharing.

Thanks so much for sharing. STEM extensions for Blind or texture resistant children please.

That is a great question.

That is a great question. For children who are blind or have visual impairments, I would provide lots of opportunities for tactile exploration of materials. I would use colors and light strategically to help children see materials (as much as possible). You can narrate children's actions with the materials to highlight science concepts. For children who resist certain textures or other tactile experiences, try providing barriers if possible (e.g., the child could mix up water and toilet paper in a sealed plastic bag to avoid having to touch it). I hope those ideas help!

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