The Geography Discipline Network (GDN)

Issues in Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities

  1. About the Authors
  2. Caveat
  3. Abstract
  4. Editors' Preface
  5. Setting the Scene
  6. Aims
  7. Who should read this guide
  8. Project funding
  9. Some Challenges
  10. Our Approach
  11. Role of Fieldwork in Geography, Earth and Environmental Sciences
  12. What types of activities are done in fieldwork?
  13. Why is fieldwork so central to these disciplines?
  14. Models of Disability
  15. Why do you need to know about models of disability?
  16. Who is a disabled person?
  17. A medical model of disability?
  18. Individual and charitable models
  19. A social model of disability
  20. Attempts to integrate individual and social models of disability
  21. What are the implications of the social model of disability for academic staff?
  22. Barriers and Strategies
  23. Access issues
  24. Barriers
  25. Overarching strategies embracing the whole curriculum
  26. Virtual field course: part of the 'solution', or sidestepping 'the problem'?
  27. Legislation and Regulation
  28. Context
  29. The impact of the Disability Discrimination Act (DDA) (1995) and the Special Educational Needs and Disability Act (SENDA) on Providers of Education
  30. Extension of DDA Principles on Employment and Provision of Goods and Services to Educational Provision: Practical Implications for Field Studies Courses
  31. Health and safety legislation
  32. The Quality Assurance Agency's Framework
  33. Creating an Inclusive Fieldwork Curriculum
  34. Planning the whole curriculum
  35. Planning field experience, travel, sites, activities
  36. Preparatory meetings, discussion, explanations and materials
  37. During the field trip
  38. Post field trip follow-up and assessment
  39. Examples of Good Practice in Higher Education Institutions Offering Field Classes
  40. Planning the whole curriculum
  41. Planning field experience, travel, sites, activities
  42. Preparatory meetings, discussion, explanations and materials
  43. During the field trip
  44. Post field trip follow-up and assessment
  45. The Role of Institutional Disabled Students' Advisers
  46. Conclusion
  47. Web Sites
  48. References

Page updated 14 December 2001

GDN pages maintained by Phil Gravestock