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Inclusion, Disabilities, and Informal Science Learning

March 1, 2010 | Media and Technology, Public Programs, Exhibitions
Inclusion, Disabilities, and Informal Science Learning, a report by the CAISE Access Inquiry Group, sets forth a framework for changing this inequity. This white paper 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.

TEAM MEMBERS

  • CAISE Access Inquiry Group
    Author
  • REVISE logo
    Author
    Museum of Science, Boston
  • Jeremy Price
    Author
    Boston College
  • Ellen Rubin
    Author
  • 2013 05 17 DSC08842 3
    Author
    University of Pittsburgh
  • Citation

    Funders

    NSF
    Funding Program: ISE/AISL
    Award Number: 0638981
    Funding Amount: 5500856
    Resource Type: Report
    Discipline: Education and learning science | General STEM
    Audience: Museum/ISE Professionals | Evaluators
    Environment Type: Media and Technology | Broadcast Media | Websites, Mobile Apps, and Online Media | Games, Simulations, and Interactives | Public Programs | Afterschool Programs | Museum and Science Center Programs | Exhibitions | Museum and Science Center Exhibits | Parks, Outdoor, and Garden Exhibits
    Access and Inclusion: People with Disabilities

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