Journal of Science Education for Students with Disabilities

Abstract: The purpose of this preliminary study was to explore the residual barriers and facilitators for a selected group of individuals with severe physical disabilities who had been afforded a compre-hensive set of strategies and services aimed at meeting their basic personal as well as academic needs. Their perceptions of both barriers and facilitators, experienced while in school and post-graduation, were the focus of this qualitative research study. Due to the funding source, differences between indi-viduals who majored in science, technology, engineering, and mathematics (STEM) and non-STEM fields were also explored. Personal interviews were conducted with a stratified random sample of 13 individuals with severe physical disabilities (IWSPD) that necessitated personal assistance and had lived at Beckwith Hall and its forerunners at the University of Illinois. Frequent educational barriers included social isolation with fewer attitudinal, programmatic, financial, or health barriers. Caree