Increasing the Representation of People with Disabilities in Science, Engineering and Mathematics

Abstract

INTRODUCTION Access to higher education can enhance the employability and vocational success of individuals with disabilities (DeLoach, 1992; Sampson, 1984). Although the number of individuals with disabilities who attend post-secondary institutions is increasing, few pursue academic careers in science and engineering and, for those who do, the attrition rate is high. Individuals with disabilities are also under-represented in science and engineering professions, and scientists and engineers with disabilities experience higher unemployment rates than do other scientists and engineers (Malcom & Matyas, 1991). Nevertheless, the employment rate for scientists and engineers with physical disabilities is much higher than the estimate for the overall U.S. population with physical disabilities. These facts suggest that students with disabilities can find success in the science, engineering, and mathematics fields. Recent advancements in adaptive technology provide efficient, relatively inexpensive access to computers and networks for people with a variety of disabilities (Brown, 1992; Burgstahler, 1992a). As a result, careers that exploit technology are particularly accessible to individuals with disabilities. The increased use of technology in science, engineering and mathematics combined with the increased availability of access technologies strongly suggest that the time is right to promote the inclusion of disabled people into the science, engineering and mathematics fields. DISCUSSION OF THE PROBLEM Individuals with disabilities are under-represented in science, engineering, and mathematics educational programs and professions. There are three areas that cause this under-representation: preparation of students with disabilities; access to facilities, programs, and equipment; and acceptance by educators, employers, and co-workers. PREPARATION For an individual with a disability to experience life to the fullest, independent-living and self-advocacy skills must be developed (Transition summary, 1988). As the end of high school approaches, so does the termination of a structured environment and pre-college support systems (Burns, Armistead, & Keys, 1990). Adolescents with disabilities who wish to attend college are often faced with responsibilities that they are unprepared to meet because they are conditioned to depend on others (Transition summary, 1988). Once enrolled, students with disabilities often hesitate to request the specific accommodations they need (Amsel & Fichten, 1990). The levels and types of resources available to students with disabilities in pre-college programs, on post-secondary campuses, and in employment situations differ from one another and programs to help bridge the gaps between these critical stages are rare. Students with disabilities are rarely encouraged to prepare for science, engineering and mathematics fields. Since they do not consider a career in science, engineering, or mathematics an achievable goal, they do not take the courses necessary to prepare for post-secondary studies in these areas. High school and college students with disabilities, counselors, social service agency staff, and special education teachers often lack an understanding of the content and requirements of science, engineering, and mathematics programs in higher education and of the technology and other resources that make it possible for students with disabilities to pursue these fields. Students with disabilities lack access to role models with similar disabilities who are successful in careers that they might otherwise have thought impossible for themselves (Aksamit, Leuenberger, & Morris, 1987; Fonosch & Schwab, 1981). Potential role models are often separated by great distances, leaving individuals with disabilities isolated from those facing similar obstacles in school and work (Brown & Foster, 1990; Moore & Nye, 1986). …

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