Members of the IAGD once again held the Instructional Approaches to Access, Accommodation, and Inclusion for Students with Disabilities in the Geosciences workshop at the American Geophysical Union Fall Meeting.

Participation included undergraduate and graduate students, high school teachers and geoscience faculty, from six states and from six different countries! A running conversation was posted during the workshop via Twitter (@AccessibleGEO) at #geoability!

Although it was only a one-half day workshop, many new ideas and plans to continue promoting access and inclusion came out of this session.

Participants of this short course learn the principles and guidelines of Universal Design (UDL) and Inclusive Design (IDL) for Learning, and apply these principles to their own lessons, labs, and field trips in order to accommodate students with a variety of apparent and non-apparent disabilities.  The workshop facilitators discuss first-hand experiences and perspectives of negotiating the rigor of a geoscience curriculum while managing a disability.  Key topics include: accommodation in the geosciences; the barriers to access and inclusion; and the personal and social challenges that students may face away from the classroom. Additionally, participants are introduced to resources that can be used to support student success.

Help expand the course offering!

The IAGD is looking to create instructional teams of members interested in presenting the course regionally with a focus on K-12 earth science teachers and community college faculty.  If you are interested in becoming an instructor on one of the short course teams, or regionally hosting this course at your campus, please contact

Do you have a good idea for how to advertise this workshop, or suggestions for a conference we should take it to? Let us know!

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  1. […] accessible field courses and trips across the U.S. and in Belize, Canada, Ireland, and Wales. Our inclusive instructional design workshops have offered in the U.S. and Australia. Together, the field trips and workshops have reached over […]

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Disclaimer: This material is based upon work supported by the National Science Foundation under Grant No. 0939645. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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