Abstract
Introduction:
Despite the potential of makerspaces (interdisciplinary, hands-on workshop environments) to provide inclusive non-formal STEM education for (dis)abled young people, little attention has been paid to the experiences of those participating. This research article addresses this gap by exploring the experiences of four (dis)abled young people in a makerspace in the South West of England (three nuerodivergent young people and one neurodivergent young person with a visual impairment).
Methods:
Using a multi-method qualitative approach, the study draws on four collages and an audio recording created in a 1.5 hour collage workshop, alongside two elicitation interviews.
Results and discussion:
Inductive thematic analysis generated four themes: inclusion as related to social and relational experiences; included through agentic learning/ positioning; included through…
