Inclusion, Disabilities, and Informal Science Learning
People with disabilities all too often face barriers to full inclusion in informal science learning. In a world where knowledge of science and technology is critical to informed decision-making and a range of employment opportunities, exclusion from science learning can prevent full participation in society.
Inclusion, Disabilities, and Informal Science Learning, a report by the CAISE Access Inquiry Group, sets forth a framework for changing this inequity. The group's investigations began in 2008, led by Christine Reich of the Museum of Science, Boston, in collaboration with Ellen Rubin (consultant and one-time advisor to the NSF-funded Accessible Museum Practices Program), Jeremy Price (formerly of CAST and the WGBH National Center for Accessible Media), and Mary Ann Steiner (now of the University of Pittsburgh, formerly head of the Youth Science Center at the Science Museum of Minnesota).
The report offers a theoretical framework for thinking about inclusion of people with disabilities in informal science education (ISE), then reviews current practice in museums (broadly defined), in media and technology, and in youth and community programs. While "investigations located a number of projects, initiatives, and organizations that have sought greater inclusion of people with disabilities in ISE," the report concludes, "these efforts are still the exception and not the rule." At the same time, the report points to positive examples of inclusive ISE practices and programs and identifies opportunities for systemic change.
To read the report, download the PDF below.
Full Report (PDF 6.16MB) | Executive Summary (PDF 264KB)
Image: Lerner Garden of the Five Senses, Maine Coastal Botanical Garden Photo by Wendy Pollock