Abstract
This article reports findings from an Inclusive Science Day event that was hosted at a rurally located discovery museum. The event was collaboratively planned and hosted by two undergraduate student organizations from a local university. The university students planned eight inclusive science stations that were supplemented by six museum-developed stations. Each station was planned to meet the needs of a variety of learners. The event was very well attended, with approximately 150 visitors who ranged in age from infants to older adults. The research study reports findings from a survey of 22 caregivers who attended the Inclusive Science Day event. Findings present relevant information about the benefits of embracing a community-university partnership model and suggestions for facilitating a collaboratively planned inclusive science event. The implications highlight the importance of inclusive informal learning practices and partnership development in all locales. While the research is particularly relevant for rural stakeholders, it also provides useful considerations for all settings.
Highlights
Informal learning opportunities are often scarce in rural locations (Dawson, 2014; Hartman, Hines-Bergmeier, & Klein, 2017), and informal learning events that are for children with special needs in rural areas are exceptionally rare (Nagle, Hernandez, Embler, McLaughlin, & Doh, 2006)
The Inclusive Science Day event was marketed to individuals with special needs, the findings reveal that the event was well attended by children with (41%) and without (59%) special needs
Facebook was the most common way attendees heard about the Inclusive Science Day event, with 50% of participants citing it as their source
Summary
Informal learning opportunities are often scarce in rural locations (Dawson, 2014; Hartman, Hines-Bergmeier, & Klein, 2017), and informal learning events that are for children with special needs in rural areas are exceptionally rare (Nagle, Hernandez, Embler, McLaughlin, & Doh, 2006). Informal learning settings provide an important link between school and out-of-school learning and are valuable partners in supporting PK-12 learning objectives (Bell, Lewenstein, Shouse & Feder, 2009; Ng-He, 2015). This manuscript presents finding from an inclusive science event that was hosted at a rurally located discovery museum in a Midwestern state for children of all ages. Survey findings from 22 caregivers who attended the event reveal important implications about planning and implementation that are beneficial for examining the perceived value and defining characteristics of successful collaboratively planned inclusive events, as well as improving rural accessibility to informal learning opportunities via community-university partnerships. While useful for informal learning practitioners in all areas, the implications for improving programming via community-university partnerships are especially relevant for rurally located informal learning providers
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