Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review

Ronda Jenson; Michele Lee; Amy Hughes; April Vollmer; Emma Maroushek

Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review

Ronda Jenson, Michele Lee, Amy Hughes, April Vollmer, Emma Maroushek

Psychological Sciences

Research output: Contribution to journal › Review article › peer-review

Abstract

Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.

Original language	English (US)
Pages (from-to)	19-37
Number of pages	19
Journal	Review of Disability Studies An International Journal
Volume	19
Issue number	2
State	Published - 2024

Keywords

informal learning
neurodiverse
STEM

ASJC Scopus subject areas

Developmental and Educational Psychology
Education
Cultural Studies
Political Science and International Relations

Cite this

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title = "Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review",

abstract = "Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.",

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author = "Ronda Jenson and Michele Lee and Amy Hughes and April Vollmer and Emma Maroushek",

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AU - Vollmer, April

AU - Maroushek, Emma

PY - 2024

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N2 - Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.

AB - Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.

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KW - neurodiverse

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Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review

Abstract

Keywords

ASJC Scopus subject areas

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