Author Information
Elizabeth Forde, State University of New York at New Paltz, United StatesCindy Khan-Jordan, Lynn University, United States
Abstract
Students with learning disabilities (LDs) represent a significant portion of the U.S. college population, yet they continue to face systemic barriers in STEM education and career transitions. This research examines the historical context, current challenges, and future opportunities for enhancing support for STEM students with LDs in higher education. A review of literature highlights gaps in instructional practices, faculty preparedness, and institutional support that affect both academic success and workforce readiness. The study emphasizes the importance of accessible technologies, inclusive pedagogies, mentorship, and experiential learning opportunities such as internships. Recommendations are provided for improving transition strategies and fostering long-term employability in STEM industries. Continued research and policy innovation are essential to ensuring equitable, inclusive pathways for neurodivergent students entering the STEM workforce.
Paper Information
Conference: PCAH2025Stream: Teaching and Learning
This paper is part of the PCAH2025 Conference Proceedings (View)
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To cite this article:
Forde E., & Khan-Jordan C. (2025) Bridging the Gap: Enhancing Support for STEM Students With Learning Disabilities in Higher Education and Workforce Transition ISSN: 2758-0970 The Paris Conference on Arts & Humanities 2025: Official Conference Proceedings (pp. 133-149) https://doi.org/10.22492/issn.2758-0970.2025.12
To link to this article: https://doi.org/10.22492/issn.2758-0970.2025.12
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