Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination.

中文翻译：

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学生、教师和家长参与包容性、以学校为基础的非正式工程教育计划的经验。

许多自闭症谱系的年轻人对与 STEM 相关的高等教育途径有兴趣和优势，但很少有基于研究的项目来支持这些兴趣和能力，包括解决复杂问题和社会沟通。这项定性研究探讨了学生、教师和家长参与名为 IDEAS Maker Club 的包容性、基于力量的课外工程设计计划的经验和感知结果。该计划中的 26 名学生、13 名家长和 9 名教师完成了访谈和计划日志，而研究人员在 2 年内进行了课堂观察。主题分析确定了五个共同主题：(1) 积极的学生体验和参与度，(2) 技能获取，(3) 培养对 STEM 和相关职业的兴趣，