Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

Hendricks, Julie; Atchison, Christopher L.; Feig, Anthony D

doi:10.5408/16-185.1

Cited by 23 publications

(26 citation statements)

References 14 publications

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“…In order to obtain appropriate and effective support for field activities, students with disabilities must be willing and able to self-advocate for their needs (Hendricks et al, 2017). Self-advocacy is defined here as the ability to speak up for oneself and one's needs.…”

Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

“…However, in a recent literature review, Roberts et al (2016) identified that, to date, few studies into the development of self-advocacy skills among learners with disabilities have taken place outside of the classroom (Roberts et al, 2016). Hendricks et al (2017) previously explored the impact of fieldwork on self-advocacy among students with disabilities, focusing specifically on the use of personal assistants for students with visual and hearing impairments participating in the field workshop described in this paper. Their findings revealed varying degrees of comfort among the students studied in self-advocating for their needs, influenced by multiple factors including prior experiences and their individual personalities.…”

Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

“…Their findings revealed varying degrees of comfort among the students studied in self-advocating for their needs, influenced by multiple factors including prior experiences and their individual personalities. Our study therefore presents an opportunity to both expand the work of Hendricks et al (2017) and generate insights into the wider potential for fieldwork for promoting self-advocacy.…”

Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

“…These feelings, in turn, can fuel a reluctance to ask for help and in doing so identify themselves as different (e.g., Fuller et al, 2004a). This is particularly so among students with unseen disabilities (such as dyslexia or mental health issues); for these students, passing as normal may appear a particularly viable-and desirable-option (Magnus and Tøssebro, 2014;Hendricks et al, 2017). Social processes and attitudes such as prejudice can also make learners with disabilities feel unduly pressured into disclosing impairments that they may prefer not to disclose (Madriaga et al, 2011) or deter them from disclosing a disability when applying to higher education for fear they will not be offered a place (Vickerman and Blundell, 2010).…”

Section: Wider Issues Faced By Students With Disabilities In Higher Ementioning

confidence: 99%

“…Activity design components that promote access and inclusion are discussed in further detail throughout this paper and summarized in Table 1. Key outcomes from this field workshop focus on areas beyond the purview of this paper (summarized in Table 2), particularly field site selection and implementing strategies to include students with sensory (i.e., auditory and visual) disabilities in the community of learning during a field course and are described in further detail in Atchison and Gilley (2015), Gilley et al (2015), Stokes and Atchison (2015), Hendricks et al (2017), and Feig et al (2019).…”

Section: Research Papermentioning

confidence: 99%

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Making geoscience fieldwork inclusive and accessible for students with disabilities

et al. 2019

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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.

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Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

Section: Challenges Presented By Fieldwork For Students With Disabilimentioning

confidence: 99%

Section: Wider Issues Faced By Students With Disabilities In Higher Ementioning

confidence: 99%

Section: Research Papermentioning

confidence: 99%

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Making geoscience fieldwork inclusive and accessible for students with disabilities

et al. 2019

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Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

Chasen,

Chapman Tripp,

Borrego

2024

J Res Sci Teach

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We present a systematic review of 29 empirical studies on disability and fieldwork in natural science, postsecondary educational settings. Undergraduate students with disabilities are underrepresented in STEM, and disciplines requiring major field components are some of the least diverse, at least in part because fieldwork has been traditionally viewed as hard, physical, and masculine. Disability Studies in Education (DSE) frames the research questions, inclusion criteria and results. Studies were coded by disability model used, barriers and strategies to accessibility in field science, and meaningful involvement of persons with disabilities in research on fieldwork education. Although most studies asserted a view of disability as a social, cultural, and political phenomenon, some deficit language and interpretations persisted. Few studies included author positionality, and even fewer disclosed author disability status. The main instructional recommendations emphasize flexibility and adaptability, presuming student competence and making small‐scale changes consistently over time. Multiple studies emphasize the need for proactive planning, including robust contingency plans, and explaining how these plans can negate the need for complex modification. Twenty‐four additional non‐empirical studies are identified as resources for discipline‐specific guides and checklists for inclusive fieldwork. We conclude that important steps are being taken to investigate and critique barriers to fieldwork participation for students with disabilities, but there is still much work to be done in addressing systemic barriers beyond the control of individual instructors.

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Fieldwork and disability: an overview for an inclusive experience

Chiarella

Vurro

2020

Geol. Mag.

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Fieldwork 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.

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Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

Cited by 23 publications

References 14 publications

Making geoscience fieldwork inclusive and accessible for students with disabilities

Making geoscience fieldwork inclusive and accessible for students with disabilities

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

Fieldwork and disability: an overview for an inclusive experience

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