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The purpose of this paper is to examine how higher education systems limit access to engineering education for disabled and neurodivergent engineering students. Throughout this paper we will discuss ableism in higher education systems. Particularly, U.S. institutions and education are designed for non-disabled and neurotypical people rather than with accessibility for all despite legal efforts to improve access to education. We also provide two narratives from the authors that describe their experiences with having a disability and being neurodivergent in engineering education. Finally, we suggest other paradigms and methodologies engineering education researchers can utilize when conducting research on disability and neurodivergence in engineering.
Tsugawa, M., & Webster, B., & Solanki, S., & Cuellar, A., & Spence, C. (2022, August), Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41800
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