Zero Barriers in STEM Education
For the 2021-2022 school year, there were nearly 7.5 million students with a disability, representing 15% of the national public-school enrollment for K-12 students (Pew Research, 2023). Even though science content linked to grade-level general education science standards has been mandated for the students since 2004, individuals with disabilities remain underrepresented in STEM fields (NSF, 2023).
In a desire to respond to this challenge, the Smithsonian Science Education Center (SSEC) established The Zero Barriers in STEM Education: Accessibility and Inclusion initiative, funded by General Motors. In the pilot year, the SSEC partnered with the District of Columbia Public Schools and provided participating teacher leaders with Smithsonian Science curriculum and professional development to use inclusive learning strategies in their classrooms – providing equitable STEM opportunities for students across the spectrum of abilities.
Since then, the Smithsonian Science Education Center extended invitations to educators across the nation to apply for the Zero Barriers in STEM Education: Accessibility and Inclusion Program. The program brings teams of educators representing schools, districts, and state education agencies across the US together for an education summit. During the summit participants develop logic models and use principles of Universal Design for Learning to address a problem of practice related to accessible and inclusive STEM programs and school culture for students with disabilities.
About The Zero Barriers in STEM Education: Accessibility and Inclusion Program
In July 2026, the Smithsonian Science Education Center will offer a week-long Zero Barriers in STEM Education Summit experience and teacher professional development for K-12 STEM educators who want to use accessible and inclusive STEM teaching practices in their classrooms.
The Summit: Teams of K-12 STEM educators, and their assigned mentors work collaboratively to identify a problem of practice related to using inclusive learning strategies in their STEM classrooms – providing equitable STEM opportunities for students across the spectrum of abilities. Each team develops a logic model at the summit, the first of many steps that educators take to serve as change agents in their organizations. As team members build their capacity to be leaders and initiate change in their educational system, they come to understand the importance of engaging all stakeholders in decision-making processes, especially when addressing systemic issues. Teams must be comprised of members who have different roles within their school, district, or state education organizations, with at least one team member being a teacher or administrator who has expertise in working with students with disabilities.
The Professional Development Workshop: Teachers from the invited Summit teams will spend two days participating in a teacher professional development experience called a Smithsonian Science Education Academy for Teachers (SSEAT). SSEATs invite teachers to participate in a multiday professional development course using the Smithsonian’s world class resources and museums located throughout the greater Washington, DC area. This SSEAT is designed specifically for teachers who want to learn how to use Smithsonian resources to design and use accessible and inclusive content and practices in their K-12 classrooms AND who will be participating in the summit.
Zero Barriers in K-12 STEM Education Sourcebook
The Zero Barriers in K-12 STEM Education Sourcebook is a resource guide and collection of first-hand narratives about implementing inclusive practices for all students. The Zero Barriers Sourcebook can be a guide for educators to effect change in their own context. Whether you are looking to take your first steps in exploring accessibility or searching for new resources to strengthen your current initiatives, the Zero Barriers Sourcebook has practical tools, lessons, and motivation to support all learners in STEM.
Zero Barriers in STEM Education Accessibility and Inclusion Workbook
Created in collaboration with past Advisory Committee members, the Zero Barriers in STEM Education: Accessibility and Inclusion Workbook provides strategies on ways to integrate inclusive/Universal Design for Learning practices into the K-12 STEM classroom. The goal is to empower teachers to develop and use lessons to address the needs of all students, including those with disabilities. The workbook’s strategies can be used to enhance lesson accessibility and to create a culture of inclusivity in the classroom.
This document is intended to be accessible to all users, including screen reader users. Features included are:
- Bookmarks
- Logical reading order
- Proper tagging, including headings, paragraph text, lists, and tables
- Figures with alt-text
- Primary language set to English
Zero Barriers in STEM Education Wednesday Webinars
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WebcastDeveloping User Confidence & Engagement with New Technologies
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WebcastPromising Practices for Online Learning
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WebcastPanel: Transforming STEM Education and Industry through an Accessibility Lens
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WebcastDCPS Resources and Strategic Plan to Address More Accessible and Inclusive Learning
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WebcastZero Barriers in STEM Education Summit: Keynote Address & Closing Remarks
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WebcastIDEAS in STEM: Building Positive STEM Identities in Students with Disabilities
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WebcastIDEAS in STEM: Building Relationships
References
- Andersen, L.., Nash, B. (2016) Making Science Accessible to Students with Significant Cognitive Disabilities. Journal of Science Education for Students with Disabilities, 19 (1). Retrieved August 5, 2020 from, https://scholarworks.rit.edu/jsesd/vol19/iss1/3.
- Anderson, M., & Perrin, A. (2017). Disabled Americans are less likely to use technology. Pew Research Center. Retrieved August 12, 2020 from, https://www.pewresearch.org/fact-tank/2017/04/07/disabled-americans-are-less-likely-to-use-technology/.
- Dossick, A. (2022). A Case Study Exploring How the Zero Barriers in STEM Education Professional Development Program Affects Attitudes and Confidence Toward Teaching STEM Content to Students With Disabilities. Virginia Commonwealth University: Dissertation. Available: https://scholarscompass.vcu.edu/etd/7076/
- National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at https://nsf.gov/statistics/wmpd/.