2026 ASEE Annual Conference & Exposition

Understanding Educational Barriers Faced by Students with Disabilities in STEM Programs

Presented at ECSJ - Belonging and Wellness - Equity, Culture & Social Justice Tech Session #6

Students with disabilities in STEM programs may experience barriers that affect their academic participation, learning outcomes, and persistence. This study investigates accessibility-related experiences and perceptions among university students, with particular attention to classroom and laboratory learning environments. Data were collected through an anonymous student-designed survey administered during Fall 2025. A total of 147 valid responses were analyzed, including both students registered with the Office of Access and Accommodation (OAA) and students not registered with the office. The survey captured student demographics, disability type, awareness of disability services, and perceptions of accessibility and fairness in STEM instruction. This study is explicitly descriptive and exploratory in nature. Descriptive statistics were computed to characterize trends in accessibility perceptions, and a composite index was developed from eight awareness and attitudes items to summarize and describe the Likert-scale results. Findings suggest that students report generally high awareness of accommodation services and a strong understanding of the purpose of academic accommodation. However, results also indicate variability in experiences related to laboratory accessibility, faculty awareness of student needs, and perceived fairness and usability of some STEM course formats. Laboratory accessibility emerged as one of the most consistent areas where disability-related barriers remain visible. Students registered with OAA reported higher composite awareness/attitudes scores than non-registered students, suggesting that direct engagement with accessibility services may be associated with stronger awareness and clearer understanding of support systems. Importantly, this study interrogates institutional structures that normalize ableist barriers in STEM learning environments, treating accessibility not as an administrative add-on but as a systemic challenge embedded in how engineering education is designed and delivered. Overall, results highlight the importance of strengthening faculty training, improving communication protocols, and prioritizing laboratory accessibility in STEM learning environments to better support students with disabilities.

Authors

Dr. Eazaz Sadeghvaziri Mercer University [biography]

Dr. Eazaz Sadeghvaziri is an Assistant Professor at Mercer University with over a decade of experience in Transportation Engineering. He holds a B.Sc. in Civil Engineering, an M.Sc. in Transportation Planning, and a Ph.D. in Transportation Engineering. His research interests include engineering education, travel patterns, smart mobility, and transportation safety. He conducts studies utilizing advanced data analysis techniques and geographic information systems to understand and improve urban mobility, promoting inclusive and equitable transportation systems through data analysis and planning. Dr. Sadeghvaziri has led various research projects and has a solid record of presenting and publishing in peer-reviewed conferences and journals. With prior private sector experience, Dr. Sadeghvaziri bridges the gap between academia and industry, applying theoretical knowledge to real-world challenges and fostering innovative solutions. As an educator, Dr. Sadeghvaziri mentors the next generation of engineers. He supervises research projects, promoting an environment of learning and innovation. His teaching emphasizes critical thinking and hands-on experience, preparing students to address complex transportation issues with creative solutions. Dr. Sadeghvaziri’s dedication to the field is evident through his active involvement in professional organizations, TRB committees, paper reviews, and contributions to advancing engineering education and transportation engineering.
Ramina Javid http://orcid.org/0000-0002-5487-1560 Morgan State University [biography]

Ramina Javid is a PhD candidate at Morgan State University. Her work focuses on leveraging Geographic Information Systems (GIS), travel behavior analysis, and advanced data science methods to address pressing challenges in mobility, traffic safety, and emerging technologies such as micromobility and automated vehicles. She has published and presented widely at conferences such as the Transportation Research Board, with projects ranging from evaluating Complete Streets through driving simulation to studying accessibility, crash severity, and the adoption of new mobility modes. Alongside her academic work, she is passionate about mentoring students, teaching, and creating innovative, data-driven solutions that contribute to a safer transportation system.
Claudia Boero Mercer University
Joelle Coffey Mercer University
Chloe Powell Mercer University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session