Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives
The purpose of this paper is to examine how higher education systems limit access to engineering education for disabled and neurodivergent engineering students. Throughout this paper we will discuss ableism in higher education systems. Particularly, U.S. institutions and education are designed for non-disabled and neurotypical people rather than with accessibility for all despite legal efforts to improve access to education. We also provide two narratives from the authors that describe their experiences with having a disability and being neurodivergent in engineering education. Finally, we suggest other paradigms and methodologies engineering education researchers can utilize when conducting research on disability and neurodivergence in engineering.
2022 ASEE Annual Conference & Exposition
Tsugawa, M, Webster, B., Solanki, S., Cuellar, A., & Spence, C. (2022, August). Examination of ableist education systems and structures that limit access to engineering education through narratives. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41800
Publisher's Copyright and Source
© 2022 American Society for Engineering Education.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.