STEM classroom accommodations for students who learn and think differently

Summary: STEM education helps students build problem-solving skills and confidence. But STEM can be challenging for some kids, including students with ADHD, dyslexia, or dyscalculia. They may need extra support to learn and to show what they know. Accommodations are small changes that remove barriers without lowering expectations. Teachers can use accommodations in the classroom, during lessons, when giving directions, in hands-on labs, and on tests. Using accommodations helps all students feel included and supported in STEM.

STEM education helps build problem-solving skills, persistence, and confidence. So it’s important for every student. Plus, it’s a growing field — there could be more than 11 million STEM jobs by 2030. 

But many students face barriers in STEM classrooms. According to recent school data, more than 2 million public school students received special education and related services because of specific learning disabilities. Those include students with dyslexia and dyscalculia. Without the right support, challenges like multi-step instructions, abstract concepts, and time limits can make STEM feel frustrating or out of reach for students who learn and think differently. 

That’s where accommodations come in. Accommodations are changes to how students access learning or show what they know. Accommodations don’t lower expectations. Instead, they remove barriers so students can fully participate and succeed in STEM learning. 

Here are some common accommodations that can support students in STEM classrooms. You can also download and print a list of these accommodations.

STEM spaces are often busy and active. That can be a motivating environment for many students. But for others, that same environment can feel distracting or overwhelming.

Try these accommodations to help set up an inclusive environment: 

• Offer flexible seating options, like standing desks, wobble stools, or floor seating.

• Create clearly defined areas for building, materials, and equipment.

• Post visual schedules or agendas that show the structure and flow of the class.

• Provide a quiet or low-stimulation space where students can take breaks. 

• Offer noise-reducing headphones. Students can use these during independent, focused work or when using loud equipment.

STEM concepts can often feel abstract. Providing multiple ways to learn these concepts can help. 

These accommodations can support students in learning new information: 

• Pre-teach key vocabulary before lessons and labs.

• Use visuals, models, diagrams, or demonstrations along with verbal explanations.

• Connect new ideas to everyday experiences or real-world problems.

• Break new information into smaller chunks. Give time to process and ask questions.

• Offer recorded explanations or short videos that students can revisit. 

STEM activities often involve multiple steps, tools, and expectations. Students with ADHD or dyslexia may struggle when instructions are long, fast-paced, or only given verbally. 

Help students focus on learning instead of figuring out what to do next with these accommodations: 

• Give step-by-step instructions verbally and in writing. 

• Provide images or screenshots to show the setups for labs or digital simulations.

• Break long instructions into short, numbered steps.

• Provide checklists for students to use as they work.

• Highlight key actions or materials in written directions.

• Ask students to restate instructions in their own words.

• Check frequently to make sure students understand the directions.

Hands-on learning is a core part of STEM. It allows students to test ideas, make mistakes, and try again. But labs can be noisy, fast-paced, and demanding, especially for students with ADHD or sensory challenges. And students can sometimes be easily distracted by hands-on materials during key instructions. 

These supports can help students stay regulated and engaged during hands-on work:

• Assign and demonstrate clear roles during STEM group work so everyone knows their job. 

• Give time to explore the hands-on materials before the learning task.

• Allow movement and other types of breaks during longer activities.

• Offer gloves, goggles, or alternative materials for sensory comfort.

• Break labs and projects into shorter work periods.

• Use timers and visual countdowns to support pacing.

In many STEM classrooms, assessments are more than traditional tests. They’re often projects or presentations. Students may need to design, build, test, and explain what they’ve created. These types of assessments can better reflect real STEM work. 

Try these accommodations to support students during assessments:

• Offer extended time to plan, build, revise, or present a project.

• Give options for how students demonstrate learning, like models, presentations, videos, or oral explanations.

• Provide clear rubrics that explain criteria and constraints, while allowing more than one path to success.

• Give access to reference sheets, formulas, or glossaries during work time.

• Offer flexible presentation formats, such as presenting to a small group or recording ahead of time.

When you use accommodations thoughtfully, you send a clear message: STEM is for everyone. You create an inclusive classroom that helps all students develop enthusiasm for STEM.

Students with ADHD often benefit from clear, step-by-step instructions, movement breaks, and flexible seating. Visual timers and checklists can help students stay focused and manage their time. Hands-on activities with clear roles also support engagement. These accommodations help remove barriers without changing learning goals. 

Technology can give students more than one way to access information. Tools like text-to-speech or speech-to-text can support students who struggle with reading or writing. Videos and simulations allow students to revisit ideas at their own pace. These tools help students stay engaged and understand complex concepts. 

Teachers can use visuals, models, and real-world examples to clarify abstract ideas. Offering more than one way to solve problems or to show understanding helps students use their strengths. Clear routines and expectations also reduce anxiety. Tools such as calculators or measurement conversion charts can help remove barriers to problem-solving. Together, these strategies make STEM learning more accessible for all students. 

Thumbnail image credit: adamkaz via Getty Images.