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Synthesizing disabled physics students' pathways to access: a call for more access talk
written by Jacquelyn J. Chini and Erin M. Scanlon
We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students' needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 100-105
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Special Need
- Societal Issues
- Student Characteristics
= Ability
Education Practices
- Classroom Management
- Pedagogy
- Graduate/Professional
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Professional/Practitioners
- Researchers
- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Chini
NSF Numbers:
1750515
1612009
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
Other Collections:

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Record Link
AIP Format
J. Chini and E. Scanlon, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585).
AJP/PRST-PER
J. Chini and E. Scanlon, Synthesizing disabled physics students' pathways to access: a call for more access talk, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585>.
APA Format
Chini, J., & Scanlon, E. (2022, July 13-14). Synthesizing disabled physics students' pathways to access: a call for more access talk. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved February 21, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585
Chicago Format
Chini, Jacquelyn, and Erin Scanlon. "Synthesizing disabled physics students' pathways to access: a call for more access talk." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585 (accessed 21 February 2024).
MLA Format
Chini, Jacquelyn, and Erin Scanlon. "Synthesizing disabled physics students' pathways to access: a call for more access talk." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 100-105 of PER Conference. 21 Feb. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585>.
BibTeX Export Format
@inproceedings{ Author = "Jacquelyn Chini and Erin Scanlon", Title = {Synthesizing disabled physics students' pathways to access: a call for more access talk}, BookTitle = {Physics Education Research Conference 2022}, Pages = {100-105}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Jacquelyn Chini %A Erin Scanlon %T Synthesizing disabled physics students' pathways to access:  a call for more access talk %S PER Conference %D July 13-14 2022 %P 100-105 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Chini, Jacquelyn %A Scanlon, Erin %D July 13-14 2022 %T Synthesizing disabled physics students' pathways to access:  a call for more access talk %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 100-105 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16216&DocID=5585


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