A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities

Abstract

This article presents a multiple case study exploring the emergence of inclusive learning communities within geoscience field courses designed to enable the active participation of students with disabilities. The purpose is to reflect on the outcomes of three distinct projects and consider what lessons can be drawn from them to help promote and inform the development of inclusive teaching and learning. Drawing from established research on learning communities, a set of core practices are applied as an analytical framework to review student and staff experiences across a range of inclusive field experiences. This cross-case comparison provides critical insights into the instructional strategies for the inclusion of students with disabilities in geoscience field courses. Specifically, this work demonstrates the importance of establishing inclusive learning communities through meaningful site selection, fostering social inclusion, and using technology to mediate access and facilitate collaboration in field-based teaching and learning.

Keywords:

• Inclusive learning communities
• fieldwork
• students with disabilities
• access

Acknowledgments

We would like to thank our project collaborators (K. Irving, D. Stredney, S. Whitmeyer, D. De Paor, J. Piatek, E. Pyle, H. Crompton, and M. Feely), the students, and staff for their involvement in each of the three projects, including staff from Mammoth Cave National Park, Wright State University’s Office of Disability Services, the Ohio STEM Ability Alliance, The Open University’s Disabled Students Services, and the Field Studies Council (UK). Finally, we appreciate the time and effort of the reviewers for helping us to improve the clarity and presentation of this article, and we thank Dr. Erica Morris for her editorial assistance.

Additional information

Funding

This work was supported by the National Science Foundation under awards 0939645, 1108127, and 1540652; the Ohio STEM Ability Alliance; Joint Information Systems Council (JISC) TechDis; JISC Rapid Innovation Program (03/09); Joint Academic NETwork (JANET) UK, Strategic Technologies Division; and The Open University, UK.