concepts. Diagnosis characteristics identified as challenges could result in negative self-perceptions, possibly as a result of internalized ableism. However, students also expressed that understanding their diagnosis lead to benefits such as making more informed choices about their study strategies (e.g., using a planner or chunking their studying time). In alignment with our social relational perspective of disability, we found that course design could support or hinder participants’ ability to use their preferred planning or studying strategies. We also found that students experienced increased barriers in their physics courses compared to other courses, specifically due to the increased time needed to process information and a lack of guidance for how to effectively study content for conceptual understanding. SCALE-UP courses introduced supports due to increased student autonomy but could also introduce barriers due to increased distractions. We present recommendations that instructors can implement to increase course supports. Researchers need to continue to center the experiences of students with disabilities in STEM courses so that researchers and practitioners can identify disciplinarily specific strategies to support student engagement and learning.

中文翻译：

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残疾学生在中学物理入门中遇到的障碍

概念。被确定为挑战的诊断特征可能导致负面的自我认知，这可能是内在能力的结果。但是，学生们还表示，了解他们的诊断会带来好处，例如对他们的学习策略做出更明智的选择（例如，使用计划者或分流他们的学习时间）。与我们对残疾的社会关系观点相一致，我们发现课程设计可以支持或阻碍参与者使用他们偏爱的计划或学习策略的能力。我们还发现，与其他课程相比，学生在物理课程中遇到的障碍增加了，特别是由于处理信息所需的时间增加以及缺乏有效学习概念理解内容的指导。扩大规模的课程引入了支持，这是因为学生的自主性增强了，但由于分散了注意力，也可能引入障碍。我们提出了一些建议，教师可以实施这些建议以增加课程支持。研究人员需要继续将残疾学生的经验集中在STEM课程中，以便研究人员和从业人员可以确定针对学科的特定策略，以支持学生的参与和学习。