STEAM Without Limits: Perspectives on Access and Innovation

Outline

Session timeline

0:00–0:05 — Welcome & framing (Moderator)
• Brief welcome, housekeeping (captions/ASL/handout location), session outcomes.
• Launch a one-question audience poll (e.g., “Which barrier to STEAM access concerns you most?”) via selected polling tool.

0:05–0:12 — Panelist introductions & 60-second position statements (4 panelists; 1.5 min each including transition)
• Name, role, 1 succinct example of work related to STEAM access.

0:12–0:35 — Moderated discussion (prepared questions; ~23 minutes)
• Moderator poses 4–6 structured questions
• Each question: 3–4 minutes discussion with 30–45s for direct responses from each panelist.

0:35–0:45 — Audience breakout / think-pair-share prompt (optional short activity) or live scenario vote
• Attendees (in-room or virtually) consider a short classroom scenario and select an adaptation using the polling tool; 2 minutes to respond, 3 minutes panelist reaction.

0:45–0:57 — Audience Q&A (12 minutes)
• Moderated live or via submitted questions . Prioritize questions that ask for concrete steps or resources.

0:57–1:00 — Wrap-up & resource share (Moderator)
• Share one-page handout/QR code with curated resources and contact info. Mention evaluation link. Close with key takeaways.

Outcomes

Identify three UDL-aligned design strategies that reduce barriers in STEAM learning.
UDL Guidelines

Map at least two STEAM accessibility practices to specific ISTE Student Standards (e.g., Empowered Learner; Innovative Designer).
cms-live-media.iste.org

Describe practical steps to incorporate accessible digital materials and assessments in a STEAM lesson.

Supporting research

International Society for Technology in Education. (2024). ISTE Standards for students. https://iste.org/standards/students

International Society for Technology in Education. (2024). ISTE Standards (Version 4.02) [PDF]. https://cms-live-media.iste.org/ISTE_STANDARDS_2024_v02.pdf

CAST. (2018). Universal Design for Learning guidelines (Version 2.2) [Graphic organizer]. Wakefield, MA: Author. https://udlguidelines.cast.org/
(See downloads for version information).

AEM Center (National Center on Accessible Educational Materials). (2024). Creating accessible STEM materials. CAST. https://aem.cast.org/create/accessible-stem-materials

Smithsonian Science Education Center. (2020). Zero Barriers in STEM Education: Accessibility & inclusion workbook [Workbook]. Smithsonian Institution. https://ssec.si.edu/sites/default/files/other/zerobarriers/ZeroBarriersWorkbook-.pdf
.

California Polytechnic State University, Center for Teaching, Learning & Technology (CTLT). (n.d.). Accessible STEM resources. https://ctlt.calpoly.edu/accessible-stem-resources

The IRIS Center. (2023). Universal Design for Learning: Designing learning experiences that engage and challenge all students. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/udl/

ASC Office of Distance Education, The Ohio State University. (n.d.). Digital accessibility interventions for STEM-specific teaching and learning. https://ascode.osu.edu/digital-accessibility-interventions-stem-specific-teaching-and-learning