Effective Inclusion Practices for Neurodiverse Children and Adolescents in Informal STEM Learning: A Systematic Review

Main Article Content

Ronda Jenson https://orcid.org/0000-0003-3979-4920
Michele Sky Lee https://orcid.org/0000-0003-2007-7489
Amy Hughes
April Vollmer
Emma Maroushek

Keywords

informal learning, STEM, Neurodiverse

Abstract

Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.

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