Towards a disability-inclusive pedagogy in STEM: a review of the current main barriers

STEM disciplines are strategic for full personal development and the economic and scientific progress of a community. Despite their strategic nature, there are still few studies, both at the national and international level, that explore the relationship between STEM and disability: the few research carried out highlighting how the students with disability find many barriers in these disciplines. Using Fishkin’s (2014) conceptualisation of bottlenecks, this contribution aims to identify the main barriers that these students face in accessing, participating, and learning in STEM fields. The identification of these barriers could support the structuring of a training pathway addressed to STEM teachers that adhere fully to the inclusive paradigm and allow to acquire knowledge and skills related to special pedagogy and didactics.