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About

Kendall Kolne is a researcher whose work sits at the intersection of disability studies, education, and STEM engagement, with a particular focus on how adapted programming can create meaningful learning opportunities for children and youth with disabilities. Kolne's most cited contribution, "Children with Disabilities Engaging in STEM" (2019, 12 citations), examines how group-based robotics programs influence STEM activation among this underserved population, offering valuable insight into inclusive educational design. Building on this foundation, Kolne's 2020 study (7 citations) rigorously assessed the environmental quality of an adapted, play-based LEGO® robotics program, evaluating how physical and social settings can be optimized to achieve therapeutic and educational goals. A recurring program throughout Kolne's research is the HB FIRST® robotics initiative, which serves as a real-world laboratory for understanding inclusive STEM participation. Notably, Kolne has also investigated equity dimensions within these settings, including a 2019 study (3 citations) exploring gender differences in teacher–student interactions during adapted robotics instruction. Together, this body of work positions Kolne as an emerging voice advocating for equitable, evidence-based STEM access for children with disabilities.