Increasing STEM Accessibility for Students with Cognitive Disabilities via Interactive Curriculum

In this study the researchers conducted an inclusive and iterative design protocol in order to develop an accessible, interactive engineering curriculum delivery tool and promote equitable learning opportunities for students with learning and cognitive disabilities. The software interface is utilized in this research to promote teaching science through engineering by leveraging features inherent to the platform. Three interface design iterations were tested in the classroom for this pilot study, with findings from each iteration directing improvements for the subsequent design phase. Outcomes were derived from student navigation tracking, questionnaires, focus groups, and teacher interviews. By approaching the research from an inclusive design perspective through solicitation of teacher and student input, this research aims to improve the interaction between students and software and ultimately promote gains in student learning in STEM education through improved accessibility to information and means of knowledge expression.