Content area
Full Text
Congress, through ESSA, is providing funds to states and districts that can be earmarked to increase participation in informal learning environments for underrepresented students.
According to the new federal spending bill signed into law in March 2018, funding is being provided for education programs and initiatives in the Every Student Succeeds Act (ESSA). Many provisions allow for funding to support science, technology, engineering, and mathematics (STEM) education that includes diverse learners in activities such as robotics competitions. Information and research on ESSA, STEM, students with disabilities (SWD), and FIRST Robotics are provided. Strategies and supports for SWD by disability type and next steps are also included to assist teachers in accessing these funding opportunities.
Every Student Succeeds Act
On March 23, 2018 congress signed into law the federal spending bill for ESSA. Many provisions within the bill provide funding for STEM initiatives. Specifically, Title II, Part A: Supporting Effective Instruction allows states to award subgrants to districts to be able to partner with nonprofits like FIRST robotics. Additionally, in Title IV, Part A: Student Support and Academic Achievement Enrichment Grants provides a provision for districts to use funds to increase access and engagement in STEM for under- represented students. For example, districts can use the funds to support participation of students in STEM nonprofit competitions and/or create after-school and informal STEM instruction. Lastly, Title IV, Part B: 21st Century Community Learning Centers states that funds can support the creation of programs that support STEM skills. Because of the increase in funding opportunities for STEM and SWD, it is important that teachers know how to recruit and accommodate SWD in extracurricular STEM activities like FIRST robotics.
STEM and Students with Disabilities (SWD)
A clear need exists for more diverse STEM workers. However, only 5% of SWD enter the STEM workforce (Leddy, 2010). Researchers have found few SWD report engineering-, science-, or computer-related majors in college (Newman et al., 2011). This is surprising because SWD are attracted to STEM fields. Many SWD report their desire to enter the STEM fields in their individual education transition programs. Ask any secondary special education teacher what their students state as post-secondary career choices, and the top answer will typically center around technology, like video game designer, web administrator, or...