Full Description
Chemistry, and science more broadly, should be welcoming and accessible to everyone with an interest. However, stigma and discrimination often colour the experiences of students with disabilities. With improved awareness and understanding of the functional needs of students with different types of disability we can make chemistry in higher education accessible to all.
Drawing on research evidence on approaches to inclusion and describing examples of the inclusion of chemistry students with differing types of disability, this book sets out what we know about successful inclusion. Wide ranging accounts provide a discussion of barriers faced, helpful strategies and recommendations for improving accessibility and inclusivity in higher education.
Contents
What is Inclusion and What Might that Look Like in Chemistry Education?
Deaf Students' Experiences in Chemistry Further and Higher Education: Barriers, Support and Innovation
New Vision for the Blind in the Chemical Sciences
Mobility Issues, Fine Motor Impairment, and Service Dogs
A Practical Approach to Supporting Chemistry Student Mental Health at University
Sharing Our Experiences of Supporting Neurodivergent Students in Higher Education
Autism as an Example of a Disability Presenting Very Varied Support Needs
Applying Universal Design for Learning in Postsecondary Chemistry Courses: Examples from Practice
Digital Technologies for Inclusion
Universal Design for Inclusion in Chemistry, An Account of How to Plan Proactively for Inclusive Lab Provision
Conclusion
