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COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

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Frank A. Guerrero

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

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Sara E. Brownell

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

^†These authors contributed equally.

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Katelyn M. Cooper

*Address correspondence to: Katelyn M. Cooper (E-mail Address: [email protected]).

Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

^†These authors contributed equally.

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Jennifer Momsen, Monitoring Editor

Published Online:11 Jun 2021https://doi.org/10.1187/cbe.21-02-0028

Supplemental Material

combinedsupmats.pdf (525 KB)

Vol. 20, No. 3

September 01, 2021

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Downloads: 2344

Citations: 19

History

Submitted: 4 February 2021

Revised: 26 April 2021

Accepted: 4 May 2021

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© 2021 L. E. Gin et al. CBE—Life Sciences Education © 2021 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We acknowledge the 66 students with disabilities who generously shared their experiences with us in the interviews. We also appreciate the DRC directors who were willing and able to help us recruit students for this study. Funding for this study was provided by the Research for Inclusive STEM Education Center. L.E.G. was supported by an NSF Graduate Fellowship (DGE-1311230) and by an NSF S-STEM grant.