The GeneEQUAL team is proud to highlight the work of Karen‑Maia Jackaman, whose publication examines teachers’ experiences and perspectives on genetic health literacy and its influence on high school students with intellectual disability.
Karen‑Maia Jackaman’s research examines how genetics education can be made more inclusive for students with intellectual disability—a group that has expressed a strong desire to better understand their own health and potential genetic conditions.
Her study involved interviews and a focus group with fifteen teachers who deliver genetics content in inclusive classrooms. The analysis revealed three interconnected needs:
• Pedagogical approaches and curriculum adaptations that genuinely support diverse learners
• Targeted professional development and high‑quality resources for teachers
• A whole‑school commitment to building genetic literacy among students, staff, and families
Jackaman’s findings point to a clear recommendation: the development of accessible, multimodal online resources and sustained professional learning to empower educators and strengthen genetic literacy across the school community.