ArticleCBE life sciences education2021
Access Needs: Centering Students and Disrupting Ableist Norms in STEM.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed, 55 citations in OpenAlex.
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- Many Hands Make Stronger Work: Building Cross-Institutional Undergraduate Research Experiences Using Universal Design for Learning.ACS omega · 2026Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
- Understanding the Lived Experiences of the members of the Society for the Advancement of Biology Education Research through Collins' Matrix of Domination Framework.CBE life sciences education · 2025Article
- The Tangible Benefits of Disability and Accessibility Awareness in Evolutionary Biology College Courses Centered in Universal Design for Learning (UDL).CBE life sciences education · 2025Article
- The nature of science is inclusive: A qualitative study of LGBTQ+ undergraduate STEM students' experiences in pursuing planetary sciences.Analyses of social issues and public policy : ASAP · 2025Article
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- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- Challenging Misconceptions about Race in Undergraduate Genetics.CBE life sciences education · 2024Article
- Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.CBE life sciences education · 2024Article
- Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities.International journal of STEM education · 2024Article
- Virtually the Same? Evaluating the Effectiveness of Remote Undergraduate Research Experiences.CBE life sciences education · 2023Article
- What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities.CBE life sciences education · 2023Article
- The Future of Laboratory Chemistry Learning and Teaching Must be Accessible.Journal of chemical education · 2022Article
- Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities.CBE life sciences education · 2022Article
- Integrating Critical Approaches into Quantitative STEM Equity Work.CBE life sciences education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in disability justice activist circles, but it has not yet been normalized in STEM education spaces. Just as normalizing the use of pronouns has been an important step for supporting gender justice, we argue that normalizing access talk is an important step for advancing disability justice in STEM fields. Moreover, we argue that all individuals have access needs, regardless of whether they are disabled or nondisabled. We provide concrete suggestions and techniques that STEM educators can use today.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.