Abstract
AbstractFieldwork forms the basis of geoscience studies. However, field activities present limitations for people with mental or physical impairments. This aspect can preclude participation in field trips by certain groups of students or limit their experience. In recent years, new types of supporting material and the development of accessible field trips have been a step forward towards the reduction of barriers to inclusion and equal opportunity. In the present work, normal practices of field teaching and potential solutions (and their limitations) to foster inclusion and accessibility to fieldwork are presented.
Highlights
An inclusive field trip considers from the very beginning how the field experience can be useful and enjoyable for every participant
The educational community is obliged to maximize participation and to operate within the framework of fostering equal opportunity (Butler, 2008). This is reinforced by statements like the one released by the UK Special Educational Needs and Disabilities Regulation requiring that higher education institutions ‘should ensure that, wherever possible, disabled students have access to academic and vocational placements including fieldwork and study abroad’
Fieldwork planning should take into account the following important elements: (i) the type of activities, where students can directly observe the fundamental principles and concepts of geoscience interacting with the environment (Orion & Hofstein, 1994); (ii) the possibility to transfer what has been taught in the classroom or lab to the field and vice versa using Bloom’s taxonomy (Fig. 2; Bloom, 1956); (iii) problem-based exercise strictly related to the geological context; (iv) students being stimulated to develop ‘scientific habits in mind’ (AAAS, 1989); and (v) skill mastery such as observation and descriptive skills, procedural skills, measurement skills, and ancillary skills such as writing, quantitative skills and graphing (Mogk, 2011)
Summary
An inclusive field trip considers from the very beginning how the field experience can be useful and enjoyable for every participant. The educational community is obliged to maximize participation and to operate within the framework of fostering equal opportunity (Butler, 2008) This is reinforced by statements like the one released by the UK Special Educational Needs and Disabilities Regulation (https://www.legislation.gov.uk/uksi/2014/1530/contents/made) requiring that higher education institutions ‘should ensure that, wherever possible, disabled students have access to academic and vocational placements including fieldwork and study abroad’. In this context, it is important to explore alternative solutions to overcome the shortcomings of traditional fieldwork practices that can hinder the full participation of students with disabilities (Hall et al 2002; Stokes et al 2019)
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