Mahadeo A. Sukhai,
Mahadeo A. (Research Fellow and Team Leader, University Health Network, Princess Margaret Hospital, Ontario Cancer Institute, Toronto, ON, Canada) Sukhai,
Chelsea E. Mohler,
Chelsea E. (Research Consultant, National Educational Association of Disabled Students, Ottawa, ON, Canada) Mohler
e.a.
Elsevier Science
e druk, 2016
9780128040379
Creating a Culture of Accessibility in the Sciences
Specificaties
Paperback, blz.
|
Engels
Elsevier Science |
e druk, 2016
ISBN13: 9780128040379
Rubricering
Levertijd ongeveer 8 werkdagen
Samenvatting
Creating a Culture of Accessibility in the Sciences provides insights and advice on integrating students with disabilities into the STEM fields. Each chapter features research and best practices that are interwoven with experiential narratives.
The book is reflective of the diversity of STEM disciplines (life and physical sciences, engineering, and mathematics), and is also reflective of cross-disability perspectives (physical, sensory, learning, mental health, chronic medical and developmental disabilities).
It is a useful resource for STEM faculty and university administrators working with students with disabilities, as well as STEM industry professionals interested in accommodating employees with disabilities.
Specificaties
Inhoudsopgave
<p>Part I: Students with Disabilities in the Sciences</p> <p>1. The landscape for students with disabilities in the sciences</p> <p>2. Accessibility in science, technology, engineering, and mathematics—the global perspective</p> <p>Part II: Barriers Faced by Students with Disabilities in the Sciences</p> <p>3. Barriers faced by students with disabilities in science laboratory and practical space settings</p> <p>4. Student perspectives on disability—impact on education, career path, and accommodation</p> <p>5. Key role of education providers in communication with students and service providers</p> <p>Part III: Student as Educator</p> <p>6. Disclosure in the sciences</p> <p>7. Student as ACTor—recognizing the importance of advocacy, communication, and trailblazing to student success in STEM</p> <p>8. Mental health and well-being for students with disabilities in the sciences</p> <p>9. Peer-support networks</p> <p>Part IV: Student as Learner</p> <p>10. Essential requirements and academic accommodations in the sciences</p> <p>11. Universal design for learning</p> <p>12. Inclusive teaching practices</p> <p>Part V: Students as Mentees, Trainees, and Leaders</p> <p>13. Faculty mentorship of students with disabilities in the sciences</p> <p>14. Faculty supervision of students with disabilities in the sciences</p> <p>15. The student in a leadership, mentorship, and supervision role</p> <p>16. Leveraging professional development and networking opportunities</p> <p>Part VI: Accommodating Students With Disabilities in the Sciences</p> <p>17. Accommodating students with disabilities in science laboratories and in fieldwork</p> <p>18. Human accommodation—laboratory/technical assistants in the sciences</p> <p>19. Mainstream technology as accessibility solutions in the science lab</p> <p>20. Assistive technology</p> <p>21. Accessible formats in science and technology disciplines</p> <p>22. Simulation learning</p> <p>23. Physical access in science laboratories</p> <p>Part VII: Synthesis</p> <p>24. Practicum placements</p> <p>25. General principles of designing accessible learning environments in the sciences</p>