Students with learning disabilities (LDs) make up approximately 33% of the student body in the United States (National Center for Education Statistics, 2022). An increasing number of colleges and universities are embracing neurodivergent students in all fields of study. The integration of curriculum reform, accessibility technology, and diverse pedagogical approaches aims to provide all students with equitable opportunities. While higher education has made significant strides in accommodating these students, there is still much to be done. Particularly, some areas require ongoing research, institutional support, and practical/innovative best practices for transition into accessible and equitable employability for students with LDs, specifically within STEM occupational industries. This research explores literature that addresses historical context, current barriers, and future solutions for improving the success of students with LDs in STEM programs at U.S. higher education institutions. Additionally, it considers challenges in instructional practices and faculty experiences, with recommendations for fostering inclusivity and occupational success for STEM students post graduation. Notably, support from such institutions equips STEM students with technical expertise, hands-on experience, and adaptive tools, enhancing their workforce readiness. These efforts have improved employment opportunities, especially in inclusive STEM industries. Accessibility tools, mentorships, and internships further prepare students for real-world challenges. This study highlights that systemic gaps remain between academic preparation and employer expectations, emphasizing the need for collaboration between educators and industry leaders. Ongoing research and policy development are critical to addressing these challenges and ensuring equitable pathways for students with LDs to achieve professional success in STEM fields.

Authors:
Elizabeth Forde, State University of New York - New Paltz, United States
Cindy Khan-Jordan, Lynn University, United States

About the Presenter(s)
Elizabeth Forde, Ph.D., has been an Assistant Professor at SUNY New Paltz since 2022. With over 15 years of K–12 and higher ed experience, she specializes in interdisciplinary STEM/STEAM education and equitable math/science learning.
https://linkedin.com/in/elizabeth-forde-596691197

Dr. Cindy Khan-Jordan is an Assistant Professor at Lynn University with a Ph.D. in Clinical Rehabilitation Counseling. With a sociology background, she’s passionate about teaching, counseling, and promoting equity, access, and student well-being.
https://www.linkedin.com/in/cindy-khan-jordan

Connect on Linkedin
https://linkedin.com/in/elizabeth-forde-596691197

See this presentation on the full schedule – Saturday Schedule

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