Developing Inclusive Engineering Opportunities (Fundamental Research)

Bree Jimenez; Ginevra Courtade; Christine M Cunningham; Jennifer Marie Fosbinder; Mary Rathmann

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Innovations and Inclusion in Pre-Service and Pre-College STEM Education
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Page Count: 16
Permanent URL: https://peer.asee.org/56264

Paper Authors

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Bree Jimenez Baylor University orcid.org/0000-0003-0837-4587

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Dr. Bree Jimenez is professor in special education and chair of the Department of Educational Psychology (EDP) at Baylor School of Education. Her research focuses on general curriculum access and assessment for students with intellectual disability and autism. Specifically, Dr. Jimenez’ research focuses on math, science, and STEM instruction for students with moderate to severe intellectual disability and autism. She is a principal investigator on over 3.5 million dollars of research funding focused on engineering and early numeracy instruction for students with developmental disabilities.

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Ginevra Courtade University of Louisville

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Christine M Cunningham Museum of Science orcid.org/0000-0003-1922-7101

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Dr. Christine Cunningham is the Senior Vice President, STEM Learning at the Museum of Science, Boston. She an educational researcher who works to make engineering and science more equitable and understandable, especially for underserved and underrepresented populations.

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Jennifer Marie Fosbinder University of Louisville

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Mary Rathmann University of Louisville

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Abstract

This presentation will share data and experiences from Project BEEs, a NSF funded DRK-12 project, that addresses a critical gap in STEM education by focusing on the development of engineering-focused behaviors and mindsets in elementary-aged students with intellectual disabilities, a group historically underserved by traditional instructional practices. While research on teaching math and science to students with intellectual disability (ID) has expanded in recent decades (Spooner et al., 2012, 2018), little is known about how these students engage with Science and Engineering Practices (SEPs). Understanding the knowledge and skills educators need to foster engineering-focused behaviors in students with ESN is crucial, but current research offers limited insights. As both general and special educators report feeling unprepared to teach engineering to students with disabilities, new approaches are needed to enhance inclusivity in STEM education (Klimaitis & Mullen 2021).

Project BEES addresses this gap through two primary objectives: (1) developing a framework to support teacher instruction of engineering-focused behaviors for students with ID, and (2) creating universally designed instructional materials that will be assessed and disseminated for broader use. This research study worked with 6 special education teachers in 2 states. The teachers attended professional learning sessions and implemented engineering units lasting 7-8 sessions per unit with their students with intellectual disability. Data were collected from teachers via surveys and interviews over two years. Additionally 6 classrooms, 48 lessons, were observed and videotaped as teachers implemented the units. Preliminary results demonstrate the significant impact of this program on both teacher perspectives and student outcomes. Initially, teachers expressed reservations about their students' abilities and their own capacity to teach engineering. However, participation in the program led to increased confidence in both areas, with teachers reporting a stronger belief in their students’ abilities and their own efficacy as engineering educators. Classroom observations revealed that students with intellectual disability displayed progress in problem-solving, engagement, and collaboration, exceeding initial expectations. In surveys and interviews, teachers were surprised by their students’ grasp of engineering concepts, highlighting the effectiveness of the curriculum in fostering critical thinking and problem-solving skills.

In summary, Project BEES addresses a significant need for more inclusive engineering education. The development of a framework and instructional materials to support teachers working with students with ID will contribute to a growing body of research on how to effectively engage this population in STEM learning, ultimately helping to ensure that all students have access to high-quality engineering education.

Citation
Format

Jimenez, B., & Courtade, G., & Cunningham, C. M., & Fosbinder, J. M., & Rathmann, M. (2025, June), Developing Inclusive Engineering Opportunities (Fundamental Research) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56264

TY  - CPAPER
AB  - This presentation will share data and experiences from Project BEEs, a NSF funded DRK-12 project, that addresses a critical gap in STEM education by focusing on the development of engineering-focused behaviors and mindsets in elementary-aged students with intellectual disabilities, a group historically underserved by traditional instructional practices. While research on teaching math and science to students with intellectual disability (ID)  has expanded in recent decades (Spooner et al., 2012, 2018), little is known about how these students engage with Science and Engineering Practices (SEPs). Understanding the knowledge and skills educators need to foster engineering-focused behaviors in students with ESN is crucial, but current research offers limited insights. As both general and special educators report feeling unprepared to teach engineering to students with disabilities, new approaches are needed to enhance inclusivity in STEM education (Klimaitis &amp;amp; Mullen 2021). 

Project BEES addresses this gap through two primary objectives: (1) developing a framework to support teacher instruction of engineering-focused behaviors for students with ID, and (2) creating universally designed instructional materials that will be assessed and disseminated for broader use. This research study worked with 6 special education teachers in 2 states. The teachers attended professional learning sessions and implemented engineering units lasting 7-8 sessions per unit with their students with intellectual disability. Data were collected from teachers via surveys and interviews over two years. Additionally 6 classrooms, 48 lessons, were observed and videotaped as teachers implemented the units. Preliminary results demonstrate the significant impact of this program on both teacher perspectives and student outcomes. Initially, teachers expressed reservations about their students&#39; abilities and their own capacity to teach engineering. However, participation in the program led to increased confidence in both areas, with teachers reporting a stronger belief in their students’ abilities and their own efficacy as engineering educators. Classroom observations revealed that students with intellectual disability displayed progress in problem-solving, engagement, and collaboration, exceeding initial expectations. In surveys and interviews, teachers were surprised by their students’ grasp of engineering concepts, highlighting the effectiveness of the curriculum in fostering critical thinking and problem-solving skills.

In summary, Project BEES addresses a significant need for more inclusive engineering education. The development of a framework and instructional materials to support teachers working with students with ID will contribute to a growing body of research on how to effectively engage this population in STEM learning, ultimately helping to ensure that all students have access to high-quality engineering education.


AU  - Bree Jimenez
AU  - Ginevra Courtade
AU  - Christine M Cunningham
AU  - Jennifer Marie Fosbinder
AU  - Mary Rathmann
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Developing Inclusive Engineering Opportunities (Fundamental Research)
UR  - https://peer.asee.org/56264
ER  -