Towards an Inclusive Model of Makerspace Educator Professional Development - Implications for Students with Disabilities and At-Risk.

This paper describes exploratory research that contributes to a more holistic model of professional development (PD) for middle school STEM teachers to support inclusive makerspace classrooms. Despite an increased focus on maker education in K-12 settings, teachers have reported limited support to deliver such instruction, especially with academically diverse learners. This case study examined instructional supports for teachers, including professional development and coaching focused on makerspace classroom activities, as well as structural conditions, the integration of metacognitive learning strategies, positive behavior supports, and Universal Design for Learning (UDL). Analysis of teacher interviews, surveys, and classroom observations revealed that teachers acknowledged the need for ongoing PD and the inclusion of UDL components into their lesson planning.