It is possible that some girls will need coaxing to participate in science activities. Teachers also need to be alert to harmful comments, which may come from both boys and girls, about girls and science. Role models also make a difference. Often teachers who do not have students with disabilities in their classrooms believe it will be difficult to provide the necessary accommodations. We have found that awareness training plus staff development in hands-on science are helpful.
Teachers welcome ideas for creative adaptations that make activities accessible to all students.
For example, raising the height of a table may be all that is needed to allow a student in a wheelchair to sit with peers. Or creating easy-grip handles by wrapping them with foam rubber secured by masking tape makes it possible for a student with limited manual dexterity to use tools independently. If all students are to believe that science education is for them, they need to see diverse women and men in a broad range of jobs and careers in science, math, and technology. In EEC's science work in schools and after-school settings, we provide resource lists and materials that depict diverse people doing science. We encourage teachers and after-school counselors to bring in women, people of color, and people with disabilities who are in science, math, and technology careers.