2025 ASEE Annual Conference & Exposition

This presentation will share data and experiences from Project BEEs, a NSF funded DRK-12 project, that addresses a critical gap in STEM education by focusing on the development of engineering-focused behaviors and mindsets in elementary-aged students with intellectual disabilities, a group historically underserved by traditional instructional practices. While research on teaching math and science to students with intellectual disability (ID) has expanded in recent decades (Spooner et al., 2012, 2018), little is known about how these students engage with Science and Engineering Practices (SEPs). Understanding the knowledge and skills educators need to foster engineering-focused behaviors in students with ESN is crucial, but current research offers limited insights. As both general and special educators report feeling unprepared to teach engineering to students with disabilities, new approaches are needed to enhance inclusivity in STEM education (Klimaitis & Mullen 2021).

Project BEES addresses this gap through two primary objectives: (1) developing a framework to support teacher instruction of engineering-focused behaviors for students with ID, and (2) creating universally designed instructional materials that will be assessed and disseminated for broader use. This research study worked with 6 special education teachers in 2 states. The teachers attended professional learning sessions and implemented engineering units lasting 7-8 sessions per unit with their students with intellectual disability. Data were collected from teachers via surveys and interviews over two years. Additionally 6 classrooms, 48 lessons, were observed and videotaped as teachers implemented the units. Preliminary results demonstrate the significant impact of this program on both teacher perspectives and student outcomes. Initially, teachers expressed reservations about their students' abilities and their own capacity to teach engineering. However, participation in the program led to increased confidence in both areas, with teachers reporting a stronger belief in their students’ abilities and their own efficacy as engineering educators. Classroom observations revealed that students with intellectual disability displayed progress in problem-solving, engagement, and collaboration, exceeding initial expectations. In surveys and interviews, teachers were surprised by their students’ grasp of engineering concepts, highlighting the effectiveness of the curriculum in fostering critical thinking and problem-solving skills.

In summary, Project BEES addresses a significant need for more inclusive engineering education. The development of a framework and instructional materials to support teachers working with students with ID will contribute to a growing body of research on how to effectively engage this population in STEM learning, ultimately helping to ensure that all students have access to high-quality engineering education.