Beyond STS: A research-based framework for socioscientific issues education
10.1002/sce.20048 · doi-reference
Graphics out loud: Perceptions and strategic actions of students with visual impairments when engaging with graphics
10.1177/0145482x221087727 · doi-reference
US high school students with disabilities’ attitudes toward STEM: Enhancing opportunities through special education supports
10.1007/s42330-026-00423-2 · doi-reference
Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis
10.1177/0022219416688170 · doi-reference
A study of middle school STEM lessons through the lens of universal design for learning
10.1108/jme-05-2025-0082 · doi-reference
Implementing assistive technologies: A study on co-learning in the Canadian elementary school context
10.1016/j.chb.2014.12.003 · doi-reference
Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review
10.1007/s10639-022-11431-8 · doi-reference
10.1186/1471-2288-8-45
10.1186/1471-2288-8-45 · doi-reference
10.1177/01626434261448832
10.1177/01626434261448832 · doi-reference
Science teachers’ experiences to ensure science for all movement: From theory to practice
10.33828/sei.v36.i3.1 · doi-reference
Investigation of science terminology for Grade IV elementary school students with hearing impairments: A first step towards inclusive science education
10.23887/ijee.v8i4.91789 · doi-reference
Fostering an inclusive STEM workforce
10.14448/jsesd.07.0005 · doi-reference
Culturally relevant/responsive and sustaining pedagogies in science education: Theoretical perspectives and curriculum implications
10.1007/s11422-021-10082-4 · doi-reference
Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review
10.1186/s40594-019-0161-8 · doi-reference
Exploring the role of generative AI in supporting students with disabilities, through the lens of universal design for learning
10.32674/yeyaaq64 · doi-reference
Impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes
10.1080/09500693.2010.506619 · doi-reference
Tactile earth and space science materials for students with visual impairments: Contours, craters, asteroids, and features of Mars
10.5408/1.3651404 · doi-reference
Mission INSPIRE: A virtual STEM event for students aged 11–16 years who read Braille
10.1177/0145482x251320109 · doi-reference
Braille and tactile graphics: Youths with visual impairments share their experiences
10.1177/0145482x1510900302 · doi-reference
A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools
10.1080/13603116.2016.1145267 · doi-reference
STEM education and ICT-enhanced tools for students with disabilities: A five-year review
10.1007/s10209-025-01282-8 · doi-reference
The PRISMA 2020 statement: An updated guideline for reporting systematic reviews
10.1136/bmj.n71 · doi-reference
The perceptions of teachers of students with visual impairments on students with visual impairments and graphing: How to teach
10.14448/jsesd.13.0009 · doi-reference
Enhancing digital literacy in inclusive IPAS learning: Applying the TPACK approach for students with disabilities in elementary schools
10.70376/jerp.v3i3.400 · doi-reference
10.3389/feduc.2025.1687664
10.3389/feduc.2025.1687664 · doi-reference
10.3390/pr9101726
10.3390/pr9101726 · doi-reference
A survey of teachers of students with visual impairments to explore experiences of students with visual impairments in high school mathematics classes
10.1177/0145482x251363985 · doi-reference
Barriers to preparing pre-service science teachers for inclusive education of pupils with visual impairments in Tanzania
10.1007/s44217-026-01215-4 · doi-reference
STEM role models for students with disabilities: A systematic review highlighting recommendations for the classroom and future research
10.1111/ssm.12643 · doi-reference
10.3390/educsci15010068
10.3390/educsci15010068 · doi-reference
Students with visual impairments’ access and participation in the science curriculum: Views of teachers of students with visual impairments
10.14448/jsesd.11.0003 · doi-reference
10.3390/educsci7040082
10.3390/educsci7040082 · doi-reference
Research evidence for mathematics education for students with visual impairment: A systematic review
10.1080/2331186x.2019.1626322 · doi-reference
ChatGPT for good? On opportunities and challenges of large language models for education
10.1016/j.lindif.2023.102274 · doi-reference
Universal design for learning: Enhancing achievement and employment of STEM students with disabilities
10.1007/s10209-013-0332-1 · doi-reference
Universal design for learning: Enhancing achievement of students with disabilities
10.1016/j.procs.2012.10.039 · doi-reference
Common ground in AAC: How children who use AAC and teaching staff shape interaction in the multimodal classroom
10.1080/07434618.2023.2283853 · doi-reference
Stemming on STEM: A STEM education framework for students with disabilities
10.14448/jsesd.09.0003 · doi-reference
From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities
10.1177/09388982241245452 · doi-reference
Inclusive education: The case for early identification and early intervention in assistive technology
10.1080/10400435.2021.1974122 · doi-reference
