Exploring learner variability: experiences of students with cognitive disabilities in post-secondary STEM

Students with disabilities make up approximately 10% of post-secondary students pursuing STEM degrees. Unfortunately, little is known about these students' experiences in post-secondary STEM classes. We are starting to address this knowledge gap by investigating the barriers, supports, and successes students with cognitive disabilities experience in college physics and chemistry courses. We interviewed both students with ADHD and STEM instructors about student experiences in introductory physics and chemistry courses. Initial findings suggest such courses pose a significant challenge for these students compared to their other courses and that certain instructor/student practices can reduce this challenge. Additionally, instructors report that while they may be unable to identify students with cognitive disabilities in their classrooms, they find that the difficulties these students encounter are found in varying degrees across all students. Thus, practices that benefit students with disabilities are likely to benefit all students.