inclusion (2)

Perspectives: Inclusion Right from the Start

Meet Alex, a fifth-grader, who found math challenging when he was younger. But now is acing Math classes with a little help from a calculator and lots of encouragement and support from people who believe in what he CAN do.

Chih-ing lim's headshotby
Chih-Ing Lim,  PhD.
Co-director of the STEM Innovation for Inclusion in Early Education Center (STEMIE)

In my blog post on September 19, 2019, I discussed the disparity in STEM learning opportunities for children with disabilities. We know from research that teaching and learning early science and math is associated with later achievement. We also have research that tells us that preschool mathematics knowledge predicts adults' earning potential (Geary et al., 2013). Given all these, why do we continue to deny children, especially those with disabilities the opportunity to develop their STEM knowledge and skills?

Meet Alex, a fifth-grader, who found math challenging when he was younger. But now he is acing Math classes with a little help from a calculator and support from people who believe in what he CAN do. In Alex’s own words, he shared, “I'm so lucky to be surrounded by people who believe in me and support me. I just wish every kid with a disability can have the same opportunities and experiences as me.”

Watch Alex in action. 

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Children can develop the foundations for STEM (science, technology, engineering, math) learning right from infancy. Yet children with developmental delays and disabilities are especially denied opportunities to learn STEM.  By the time children get to high school, the disparity in STEM learning is very obvious (see chart below).  Data from the Department of Education show a large disparity in enrollment in STEM courses between high school students with (IDEA) and without a disability.

Chih-ing lim's headshotby
Chih-Ing Lim,  PhD.
Co-director of the STEM Innovation for Inclusion in Early Education Center (STEMIE)

For us as a field, this presents opportunity for improvement in early childhood STEM learning. We know preschoolers’ free play involves STEM skills as they explore patterns and shapes; engineer with various materials; and explore scientific concepts. Even infants and toddlers’ exploration of the world around them is STEM-related — as they experiment with concepts of cause and effect, shapes, and experience with their senses. We also know families are children's first and longest lasting teachers. Families are more likely to implement and use intervention practices when they understand the benefits. Yet, how do we move the dial more toward including young children with disabilities in STEM learning? One way is to center instruction around learning trajectories or developmental progression. We’ll talk about the process more in future posts. Doing so focuses practitioners’ attention on children’s thinking and learning rather than their memberships in diverse groups (e.g., racially, ability). Using learning trajectories also helps avoid perceptions that can negatively affect early childhood STEM teaching and learning.


US department of education data that illustrates the percent of high school students enrolled in STEM courses

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