Exploring the Participation of Students with Additional Educational Needs in STEM Education

A Scoping Review

Abstract

There is growing interest in supporting neurodiverse students and those with additional educational needs (AEN) through inclusive practices. While differentiated approaches are essential in the teaching, learning and assessment of all subjects, there is a scarcity of research targeted at how technology education can be adapted to meet the needs of students with AEN.

This paper is situated within a larger study which seeks to inform the pedagogical approaches to supporting the inclusion of students with AEN in technology education at second level. To achieve this there is a clear need to review the existing body of evidence investigating how students with AEN and STEM education are supported, with a particular focus on technology education. Much of the existing research suggests that there are limited studies highlighting research informed pedagogical strategies to cultivate the capability of students with AEN. In addition to this, although there is some evidence to suggest that students with AEN, in particular ASD (Autism Spectrum Disorder), have an aptitude towards creativity and high degrees of empathy, very few studies have explored the methods to support the development of these aptitudes. To address this gap in our understanding, this paper presents a scoping review to synthesise the existing research in the field, exploring the support of students with additional needs in STEM/Technology education. This paper aims to inform future research by highlighting current evidence of inclusive practices to make suggestions for the development of pedagogical practices to support students with AEN.