Making geoscience fieldwork inclusive and accessible for students with disabilities
Making geoscience fieldwork inclusive and accessible for students with disabilities
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DOI：
10.1130/ges02006.1
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发表时间：
2019-12-01
期刊：
影响因子：
2.5
通讯作者：
Gilley, Brett
中科院分区：
文献类型：
--
作者：
Stokes, Alison;Feig, Anthony D.;Gilley, Brett
实地考察是地球科学的一个基本特征。然而，参加实地考察的要求可能会对残疾学生将地球科学作为一门学科，并随后发展为地球科学专业人士的职业生涯带来重大障碍。在2014年美国地质学会年会期间，对15名残疾学生参加为期一天的实地研讨会的生活经历进行了定性调查，为实地工作设计和交付方面提供了重要见解，有助于提供无障碍和包容性的实地体验。对实地工作前后焦点小组的定性分析以及对参与者的直接观察表明，多感官参与、对速度和时间的考虑、获取和交付的灵活性以及对共享任务的关注是有效教学设计的关键。此外，实地工作可以支持残疾学生充分融入学习社区所必需的社会过程，同时也通过提供发展和实践自我倡导技能的机会来促进自我倡导。我们的研究结果表明，有感官、认知和身体残疾的学生可以充分参与实地活动，但也强调了如果要激励残疾学生在地球科学学术管道中取得进步并获得专业就业，就需要改变地球科学教师和专业人士的观念。
Fieldwork is a fundamental characteristic of geoscience. However, the requirement to participate in fieldwork can present significant barriers to students with disabilities engaging with geoscience as an academic discipline and subsequently progressing on to a career as a geoscience professional. A qualitative investigation into the lived experiences of 15 students with disabilities participating in a one-day field workshop during the 2014 Geological Society of America Annual Meeting provides critical insights into the aspects of fieldwork design and delivery that contribute to an accessible and inclusive field experience. Qualitative analysis of pre- and post-fieldwork focus groups and direct observations of participants reveal that multisensory engagement, consideration for pace and timing, flexibility of access and delivery, and a focus on shared tasks are essential to effective pedagogic design. Further, fieldwork can support the social processes necessary for students with disabilities to become fully integrated into learning communities, while also promoting self-advocacy by providing an opportunity to develop and practice self-advocacy skills. Our findings show that students with sensory, cognitive, and physical disabilities can achieve full participation in field activities but also highlight the need for a change in perceptions among geoscience faculty and professionals, if students with disabilities are to be motivated to progress through the geoscience academic pipeline and achieve professional employment.