58 - Investigating the Experiences of Undergraduate Students with Disabilities in Anatomy and Other Large, Introductory STEM Courses

Poster Board Number: 58
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Abstract Body : Introduction

Previously presented research found that Indiana University Bloomington undergraduate students with disabilities who enrolled in large, introductory STEM courses were significantly more likely to earn lower grades and withdraw compared to their non-disability accommodated peers. These results suggest that STEM courses are a major challenge for disabled students, but questions remain about what specific challenges these courses pose. The main objective of this study was to investigate the experiences and challenges faced by undergraduate students with disabilities enrolled in Anatomy A215 (Basic Human Anatomy) and other large enrollment, introductory STEM courses through the collection of qualitative data.

Methodology

Six semi-structured interviews were conducted between Spring 2020-Fall 2021 with current and former IU Bloomington undergraduate students with disabilities who had enrolled in anatomy and other STEM courses. Questions posed were based on various academic and social experiences adapted from domains proposed by Tinto’s (1993) model of student retention. Interviews ranged in length from approximately 1-2 hours in length. Thematic analysis was conducted through the development of codes and subsequent themes via the six phase approach outlined by Braun and Clarke (2012).

Results

The following key themes were established:

Conceptualizing disability
Students were comfortable with their disability diagnosis but how they conceptualized this in the context of their studies varied. Some viewed it as a personal limitation that demanded proactively identifying solutions, while others framed their limitation as a result of faculty ignorance.

Transition to college difficulties
Difficulties starting college mainly concerned academic outcomes. Students reported feeling overwhelmed or unsure about how to study, particularly in large classes. This feeling diminished over time, however.

Barriers/aids to assistance
Most students were not receiving accommodations. Reasons included unawareness/confusion about the process for securing accommodations, adjusting to a point where accommodations felt unneeded, and benefits felt from medication. Students without accommodations were also less inclined to seek faculty assistance. Direct input from faculty encouraging students to seek accommodations had mixed results.

Differences in study strategies and performance
Most students reported using memorization strategies, but the degree to which varied by student and course. Some utilized memorization techniques exclusively, while others also used skills such as application. Mediating factors included the time required for specific strategies and high school performance. Other difficulties centered on lecture exam format and the required level of detail.

Conclusion and implications

Large, introductory STEM courses are challenging for students with disabilities for many reasons. Various experiences and factors shape their college transition, study approach, and willingness to seek help. These findings can better inform faculty about how these students approach their courses and help promote adjustments to improve equality of outcomes. Future studies will probe challenges within specific STEM courses and potential differences between students with disabilities who do or do not receive accommodations.

Funding sources

This research was funded by a grant through a 2018 Learning Analytics Fellows Program at IU Bloomington.