Special educational needs and fieldwork

Special educational needs and disabilities can limit students interested in fields traditionally characterized by a large fieldwork component due to real or perceived physical barriers (1). Although much effort has been made to reduce the barriers and accommodate different types of disabilities and special educational needs (2), inclusivity is still challenging when it comes to fieldwork (3). Because many fieldwork experiences cannot be recreated in the lab, it is important to provide fieldwork opportunities that do not rely on the assumption of ablebodiedness among students (4). This should not be considered a limiting factor, because redesigning a field course to increase its inclusivity can result in an improved learning experience for all students and instructors. Academic departments should actively participate in discussions about program accessibility, rather than leaving affected students and the university’s disability resources to find a solution (5).