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Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Journal of autism and developmental disorders, 2022-08, Vol.52 (8), p.3574-3585 [Peer Reviewed Journal]

The Author(s) 2021 ;COPYRIGHT 2022 Springer ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0162-3257 ;EISSN: 1573-3432 ;DOI: 10.1007/s10803-021-05230-2 ;PMID: 34410541

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Title:
Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program
Author: Chen, Yu-Lun ; Murthi, Kavitha ; Martin, Wendy ; Vidiksis, Regan ; Riccio, Ariana ; Patten, Kristie
Subjects: Autism ; Behavioral Science and Psychology ; Beliefs, opinions and attitudes ; Child and School Psychology ; Classroom observation ; Classrooms ; Clubs ; Communication ; Community colleges ; Design ; Design engineering ; Educational programs ; Educational technology ; Engineering ; Engineering Education ; Enrollments ; Extracurricular Activities ; Higher education ; Inclusion ; Informal Education ; Learning ; Mathematics education ; Methods ; Middle schools ; Neurosciences ; Occupational therapy ; Original Paper ; Parent Attitudes ; Parents ; Parents & parenting ; Participation ; Pediatrics ; Perceptions ; Pervasive Developmental Disorders ; Problem solving ; Psychology ; Public Health ; School based ; Science education ; Secondary education ; Self determination ; Skill development ; Skills ; Social relations ; Special education ; Special needs students ; STEM Education ; Student Attitudes ; Student Experience ; Students ; Study and teaching ; Teacher Attitudes ; Teachers ; Teaching ; Teaching Experience ; Technology education
Is Part Of: Journal of autism and developmental disorders, 2022-08, Vol.52 (8), p.3574-3585
Description: Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination.
Publisher: New York: Springer US
Language: English
Identifier: ISSN: 0162-3257
EISSN: 1573-3432
DOI: 10.1007/s10803-021-05230-2
PMID: 34410541
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
Springer OA刊
ProQuest Central

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Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

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