“Nothing about us without us:” The perspectives of autistic geoscientists on inclusive instructional practices in geoscience education

Kingsbury, Cole G.; Sibert, Elizabeth C; Killingback, Zachary; Atchison, Christopher L.

doi:10.1080/10899995.2020.1768017

Cited by 51 publications

(37 citation statements)

References 28 publications

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“…Ainda nesse contexto, Abreu (2020) afirma que a oferta de materiais pedagógicos adaptados amplia as habilidades funcionais dos estudantes, uma vez que motivam a participação no processo escolar. Contudo, Kingsbury et al (2020) salientam que indivíduos com autismo não se sentem confortáveis com o uso de texturas ou outras estratégias sensoriais, fato que favorece a versão virtual do livro, uma vez que o e-book pode promover outras estratégias que sejam mais interessantes a esses e outros indivíduos. Nesse caso, o uso de leitores de tela aparece como um meio de permitir que alunos com dificuldades de leitura, cegos, autistas ou que possuam alguma síndrome, compreendam a informação apresentada no formato de texto escrito.…”

Section: Resultsunclassified

Alfabetização científica e Climatologia

2021

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Buscando integrar alunos em sala de aula e facilitar o trabalho do professor, este trabalho explorou possibilidades de relacionamento entre os princípios do Desenho Universal de Aprendizagem (DUA) e o ensino de Climatologia para elaboração de materiais didáticos. Produziu-se um modelo de livro em formato físico e de e-book sobre a temática das “Nuvens” e questões sobre ciclo hidrológico e estrutura da atmosfera. No e-book, os temas foram relacionados à questão das Mudanças Climáticas. A temática climatológica justifica-se por ser um assunto presente no cotidiano de todos; os conceitos, no entanto, não são compreendidos por toda a população. Conclui-se que, quando os princípios do DUA são utilizados desde a concepção do projeto, como no presente caso, é possível explorar, de maneira global, metodologias e ferramentas que ampliem as oportunidades de aprendizagem de pessoas que podem compor, ou não, o público-alvo da Educação Especial.

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Section: Resultsunclassified

Alfabetização científica e Climatologia

2021

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“…such as a student's comfort with being away from home in a residential UFE. The residential UFE can present high levels of novelty space, especially for underrepresented students (e.g., Giles et al, 2020;Kingsbury et al, 2020;Morales et al, 2020). Novelty space refers to a students' level of familiarity with three dimensions: cognitive (expectations for learning outcomes in this setting), psychological (personal comfort and safety concerns), and geographic (where am I?…”

Section: Setting and Durationmentioning

confidence: 99%

“…Previous work indicates that many faculty and students place high value on UFEs where participants live and work together in the field (Jolley et al 2019). However, cohabitation and isolation may also present challenges in the way of mental health stressors (John and Khan 2018) and unfamiliar and overstimulating environments (Kingsbury et al 2020). Considering how these and other factors of UFEs may impact student learning is an essential step in program design, which also influences how one approaches measuring outcomes.…”

Section: Setting and Durationmentioning

confidence: 99%

A Resource for Understanding and Evaluating Outcomes of Undergraduate Field Experiences

Shortlidge

Jolley

Shaulskiy

et al. 2021

Preprint

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Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants. The UFE community has expressed a strong interest in better understanding how to assess the outcomes of UFEs. In response, we developed a strategy by which practitioners can assess their UFE using an evidence-based, systematic and iterative approach. This essay guides practitioners through the steps of: identifying intended UFE outcomes, considering contextual factors, determining an explicit assessment approach, and using the information to inform next steps. We provide a table of common learning outcomes and potential assessment tools, vignettes to illustrate using the strategy, and suggestions for practical application of the strategy. We aim to support comprehensive and aligned assessment of UFEs, leading to more inclusive and reflective design, and ultimately improved student outcomes. We urge practitioners to move towards evidence-based advocacy for continued support of UFEs.

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“…For example, Anadu et al (2020) recently detailed recommendations to protect fieldwork participants from racism and prejudice, including racial risk assessments and antidiscrimination training for field leaders. Kingsbury et al (2020) advocate creating daily schedules which factor in non-academic aspects of working in the field, such as taking breaks from working in groups, to preclude overstimulation and related meltdowns/ shutdowns in autistic individuals.…”

Section: Planning Is Keymentioning

confidence: 99%

Six simple steps towards making GEES fieldwork more accessible and inclusive

Lawrence¹,

Dowey²

2021

Preprint

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Science programme curriculums, and a defining aspect of most geosciencerelated degrees. At its best, fieldwork offers students valuable opportunities to develop independent research skills in real-world situations, examine analogues for a range of geoscientific concepts, and socialise with peers. It offers experiences that are challenging to replicate using virtual/remote learning. However, at its worst, traditional fieldwork practice and culture can present barriers to access and hostile environments that epitomise the broader equality, diversity and inclusivity problems faced by the geosciences.With the role of fieldwork increasingly being called into question, here we promote simple adaptations that can make fieldwork more accessible and enjoyable for all.

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“Nothing about us without us:” The perspectives of autistic geoscientists on inclusive instructional practices in geoscience education

Cited by 51 publications

References 28 publications

Alfabetização científica e Climatologia

Alfabetização científica e Climatologia

A Resource for Understanding and Evaluating Outcomes of Undergraduate Field Experiences

Six simple steps towards making GEES fieldwork more accessible and inclusive

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