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.
Associated Projects
TEAM MEMBERS
CAISE Access Inquiry Group
Author
Jeremy Price
Author
Boston College
Ellen Rubin
Author
Citation
Funders
NSF
Funding Program:
ISE/AISL
Award Number:
0638981
Funding Amount:
5500856
If you would like to edit a resource, please email us to submit your request.