An investigation of accessible and inclusive instructional field practices in US geoscience departments
<p>This study examines current accessible field-based instructional strategies across geoscience departments in the United States that support students with visual, hearing, and mobility disabilities. A qualitative questionnaire was administered to geoscience instructors from over 160 US geolo...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Copernicus Publications
2020-06-01
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| Series: | Advances in Geosciences |
| Online Access: | https://adgeo.copernicus.org/articles/53/53/2020/adgeo-53-53-2020.pdf |
| Summary: | <p>This study examines current accessible field-based instructional
strategies across geoscience departments in the United States that support
students with visual, hearing, and mobility disabilities. A qualitative
questionnaire was administered to geoscience instructors from over 160 US
geology departments. Outcomes from the data analysis were used to categorize
accessible instructional practices into three distinct pedagogical methods:
modifications, accommodations, and options for accessible instructional
design. Utilizing the lens of critical disability theory, we then
investigated how the identified teaching practices varied in inclusion, as
some strategies can often be more exclusionary towards individual students
with disabilities. Although from a US perspective, the outcomes of this
study offer practical suggestions for providing accessible and inclusive
field experiences that may inform a global geoscience instructional context.</p> |
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| ISSN: | 1680-7340 1680-7359 |