MULTIMODALITY AND INFRASTRUCTURE: SEEING BEYOND DEFICIT FRAMINGS OF DISABILITY AND AAC USERS IN K-12 STEM

Marie-Claire Shanahan; Pratim Sengupta; Megha Sanyal

Authors

Marie-Claire Shanahan Werklund School of Education, University of Calgary, Canada
Pratim Sengupta University of Calgary
Megha Sanyal Werklund School of Education, University of Calgary, Canada

Keywords:

Inclusive practices, Disability, Modeling, STEM

Author Biography

Pratim Sengupta, University of Calgary

Professor, Learning Sciences and STEM Education
Werklund School of Education

References

Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. Cambridge University Press.

Ibrahim, S. B., Vasalou, A., & Clarke, M. (2018, April). Design Opportunities for AAC and Children with Severe Speech and Physical Impairments. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 227). ACM.

McGinnis, J. R., & Kahn, S. (2014). Special needs and talents in science learning. Handbook of research on science education, 223-233.

Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies (Vol. 11). Thousand Oaks, CA: Sage.