Inclusion, Disabilities, and Informal Science Learning

Date: 
Monday, March 1, 2010
Resource Type:
Reference Materials | Report
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
Audience: 
Museum/ISE Professionals | Evaluators
Discipline: 
Education and learning science | General STEM
Access and Inclusion: 
People with Disabilities
Organization:
CAISE Access Inquiry Group, Museum of Science, Boston, Boston College, University of Pittsburgh
Description: 

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.

Funder(s): 
NSF
Funding Program: 
ISE/AISL
Award Number: 
0638981
Funding Amount: 
5500856

Team Members

Jeremy PriceJeremy PriceAuthor
Ellen RubinEllen RubinAuthor

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