A systematic review of programs and interventions for increasing the interest and participation of children and youth with disabilities in STEM education or careers

Kolne, Kendall; Lindsay, Sally

doi:10.1080/14427591.2019.1692692

Cited by 11 publications

(11 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several systematic reviews of interventions have highlighted a need for research into the effectiveness of intervention programmes intended to attract and retain highly motivated students in STEM fields (van den Hurk et al, 2019 ; Kolne and Lindsay, 2020 ; Prieto-Rodriguez et al, 2020 ). However, van den Hurk's ( 2019 ) systematic review of empirical studies on the effectiveness of STEM-related interventions published between 2005 and 2017, raised an important issue: only a few of these evaluations were adequately designed to determine whether the observed effects were actually caused by the intervention (van den Hurk et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Rosenzweig and Wigfield ( 2016 ) review on STEM motivation interventions also discussed about the need of understanding the impact of individual and contextual factors (moderators) to better disentangle their influence on the effects of interventions. In a similar fashion, Kolne and Lindsay ( 2020 ) systematic review analyzed the impact of programmes and interventions in increasing interest and participation in STEM education and careers among children and young people with disabilities. These authors concluded that more controlled designs are needed to determine the impact of specific intervention components and participant characteristics, such as gender and students' disabilities, on the evaluation of the intervention effectiveness.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Interventions to increase young people's interest in STEM. A scoping review

et al. 2022

View full text Add to dashboard Cite

The underrepresentation of young people and particularly young women in many STEM fields has inspired various intervention programmes and research intended to boost their interest in these areas. The purpose of this scoping review is to examine the characteristics and effectiveness of interventions designed to encourage interest in STEM among secondary school students, particularly female students, over the past 20 years. A systematic search of the literature in five databases and additional search strategies resulted in identifying 215 studies evaluating interventions in different disciplinary fields. Data extraction and synthesis of these studies were carried out, focusing on the methodologies and theoretical foundations used. Twenty-five exemplars were selected to illustrate best practices in designing and evaluating interventions that address the various facets of young people's lack of interest in STEM. These interventions attempt to modify and/or manipulate multiple environmental and school factors to impact students' personal factors associated with STEM interest, such as achievement, self-perception of ability, and self-efficacy. Implications for the design of future interventions and potential outcomes are then discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interventions to increase young people's interest in STEM. A scoping review

et al. 2022

View full text Add to dashboard Cite

show abstract

“…In the particular case of school failure, systematic reviews have been carried out to address research questions that allow us to understand the possible causes of this phenomenon. Over the last year, we have seen systematic review studies that focus on such topics as the role of classmates in the development of social anxiety in adolescents [5]; populations of students with attention deficit hyperactivity disorder [6]; the relationship between academic achievement and school discipline [7]; as well as academic programs and interventions to increase the interest and participation of children and youth with disabilities in education or STEM careers [8].…”

Section: Introductionmentioning

confidence: 99%

High School Failure, a Systematic Review in the Social Sciences

2021

View full text Add to dashboard Cite

Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.

show abstract

“…Most previous research on engaging children with disabilities in STEM or robotics programs has focused on case studies or a one-to-one format (Adams & Cook, 2014). For example, a recent systematic review of programs and interventions for increasing participation of children and youth with disabilities in STEM education found only 17 studies (Kolne & Lindsay, in review), none of which were group-based robotics programs. The majority of these studies reported at least one improvement in self-advocacy, social skills, independence, preparation for college or employment, and interest in STEM education or careers (Kolne & Lindsay, in review).…”

mentioning

confidence: 99%

“…Most robotics programs are geared toward typically developing children (Lindsay & Hounsell, 2017). Of the limited interventions that include children with disabilities, they are often case studies of individual children interacting with a robot rather than within a group-based setting (Kolne & Lindsay, in review). Focusing on group-based robotics programs is worthwhile because they can help to enhance personal development such as communication and teamwork skills while promoting an interest in STEM (Eguchi, 2016; Harper, Symon, & Frea, 2008) and other 21st-century skills (Melchior, Burack, Hoover, & Haque, 2018).…”

mentioning

confidence: 99%

Exploring Skills Gained Through a Robotics Program for Youth With Disabilities

Lindsay

2019

OTJR: Occupational Therapy Journal of Research

Self Cite

View full text Add to dashboard Cite

Children with disabilities often have fewer opportunities to engage in science, technology, engineering, and math programs that can enhance their educational and career opportunities. This study explored the quality, experience, and skills learned in a group-based robotics program for youth with disabilities. Survey responses of 23 youth (16 males, 7 females), aged 9 to 14 with a disability, were analyzed using descriptive statistics and thematic analysis. Our results showed that youth with disabilities who participated in a robotics program rated the quality of their experience, perceived impact of the program, and skills gained highly across most items. Children enjoyed participating in the program and especially building the robots and making friends. Clinicians should consider engaging children with disabilities in robotics programs to enhance their participation and skill development.

show abstract

A systematic review of programs and interventions for increasing the interest and participation of children and youth with disabilities in STEM education or careers

Cited by 11 publications

References 71 publications

Interventions to increase young people's interest in STEM. A scoping review

Interventions to increase young people's interest in STEM. A scoping review

High School Failure, a Systematic Review in the Social Sciences

Exploring Skills Gained Through a Robotics Program for Youth With Disabilities

Contact Info

Product

Resources

About