A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students with Disabilities

Autor/inn/en	Carabajal, Ivan G.; Marshall, Anita M.; Atchison, Christopher L.
Titel	A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students with Disabilities
Quelle	In: Journal of Geoscience Education, 65 (2017) 4, S.531-541 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/16-211.1
Schlagwörter	Disabilities; Barriers; Teaching Methods; Equal Education; Accessibility (for Disabled); Earth Science; Literature Reviews; Curriculum Design; Student Participation; Experiential Learning; Field Trips; Student Needs; Inclusion; Science Laboratories; Classroom Environment; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Accessibility; Zugänglichkeit; Earth sciences; Geowissenschaften; Lehrplangestaltung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Experiental learning; Erfahrungsorientiertes Lernen; Exkursion; Inklusion; Klassenklima; Unterrichtsklima; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	People with disabilities make up the largest minority population in the U.S. yet remain sorely underrepresented in scientific disciplines that require components of field-based training such as the geosciences. This paper provides a critical analysis of broadening participation within geoscience education literature through the use of accessible and inclusive instructional practices that support students with physical and sensory disabilities. Common physical and nonphysical barriers that discourage the full participation of students with disabilities in classroom, laboratory, and field activities are illustrated in this review. In areas of limited reportable data relevant in the geoscience-focused literature, a broader science, technology, engineering, and mathematics perspective is provided. Gaps in the literature were identified to include limited empirical evidence on the effectiveness of inclusive curricular design and the limited opportunities for students with disabilities to participate in advanced, multiday geoscience field trips. The purpose of highlighting this collection of literature is to encourage the use of more equitable and inclusive instructional strategies, including alternative strategies and virtual learning environments that increase access and enhance participation for students with physical and sensory disabilities. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01