Abstract Although postsecondary STEM outcomes for students with disabilities are poorly understood, literature exploring this problem is quite sparse. We examined the career aspirations of high school students by modeling the likelihood of students with individualized education programs (IEPs) aspiring to STEM careers. Results demonstrated no differences in STEM career aspirations, lower math and science identities for students with IEPs, and proportionally more students with ADHD aspiring to STEM careers.

中文翻译：

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具有个性化教育计划的高中生的 STEM 职业抱负

摘要 尽管对残疾学生的高等教育 STEM 成果知之甚少，但探讨这个问题的文献却非常少。我们通过对拥有个性化教育计划 (IEP) 的学生渴望从事 STEM 职业的可能性进行建模，研究了高中生的职业抱负。结果表明，在 STEM 职业抱负、具有 IEP 的学生的数学和科学身份较低以及比例更多的多动症学生渴望 STEM 职业方面没有差异。