Inclusion and accessibility in STEM education: Navigating the duty to accommodate and disability rights
Inclusion and accessibility in STEM education: Navigating the duty to accommodate and disability rights
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STEM 教育的包容性和无障碍性：履行包容义务和残疾人权利
DOI：
10.15353/cjds.v8i3.510
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发表时间：
2019
影响因子：
--
通讯作者：
R. Dhand
中科院分区：
文献类型：
--
作者：
D. Prema;R. Dhand
114.通融的义务是加拿大人权法中的一个基本法律的概念。这一概念本身有助于推进人权法的目标，因为它试图通过保护人们不受歧视来扩大平等权。在中学后教育机构，根据人权立法，提供便利的义务要求教育工作者和行政人员在没有不必要的困难的情况下努力为残疾学生提供便利。尽管有这些法律的要求，残疾学生在STEM（科学，技术，数学和工程）学科中的代表性往往不足，因为他们在加拿大大学的课堂和实验室环境中面临着获得合理便利的多重障碍（Sukhai和Mohler，2017年，Sukhai等人，2014年）。
The duty to accommodate is a fundamental legal concept embedded in Canadian human rights law. The concept itself makes a contribution to advancing the goals of human rights law by attempting to extend the right to equality by protecting people from discrimination. In post-secondary institutions, pursuant to human rights legislation, the duty to accommodate requires that educators and administrators should attempt to accommodate students with disabilities short of undue hardship. Despite these legal requirements, students with disabilities are often underrepresented in STEM (science, technology, mathematics and engineering) disciplines because they face multiple barriers to accessing reasonable accommodation within the classroom and laboratory environments in Canadian universities (Sukhai and Mohler, 2017, Sukhai et al, 2014).