Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Abstract

Students with physical disabilities encounter challenges in any scientific discipline, yet the geosciences have extremely low participation levels for persons with disabilities. Because of the emphasis placed on field research at the undergraduate level, persons with mobility impairments face limited opportunities for progressing in the geosciences. One strategy to address this is the application of adaptive technologies, such as virtual field trips (VFTs), as a supplement to traditional field instruction. A common goal of VFTs and other adaptive technologies is to promote equal access to undergraduate geoscience curricula for physically impaired students. If the scientific talents of these students are embraced and accommodated, regardless of their physical ability, the overall welfare of the geosciences as a discipline is enhanced.

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