Integrating research-based practices and mobile technology to support students with executive functioning challenges in post-secondary STEM

Abstract

The Universal Design for Learning (UDL) framework addresses the diverse learning needs of students with disabilities (SWDs) in post-secondary STEM education. The authors argue that supporting executive function skills (EFs) and learning strategies for students with disabilities (SWDs) during their learning process is important to the persistence and success of SWDs in post-secondary STEM education. Reviewed research indicates that EF challenges in post-secondary STEM education are a critical area for SWDs. Understanding current studies on the effectiveness of providing research-based practices (i.e., EF coaching and e-mentoring) for SWDs in post-secondary education can support the success of SWDs in post-secondary STEM education and diversify STEM workforce. We highlight how emerging mobile platforms, integrated with research-based instructional practices, can support SWDs' success and persistence in post-secondary STEM education. The implications and limitations are discussed.