||The landscape for students with disabilities in the sciences -- Accessibility and science, technology, engineering, and mathematics-the global perspective -- Barriers faced by students with disabilities in science laboratory and practical space settings -- Student perspectives on disability-impact on education, career path, and accommodation -- Key role of education providers in communication with students and service providers -- Disclosure in the sciences -- Student as ACTor-recognizing the importance of advocacy, communication, and trailblazing to student success in STEM -- Mental health and well-being for students with disabilities in the sciences -- Peer-support networks -- Essential requirements and academic accommodations -- Universal design for learning -- Inclusive teaching practices -- Faculty mentorship pf students with disabilities in the sciences -- Faculty supervision of students with disabilities in the sciences -- The student in a leadership, mentorship, and supervision role -- Leveraging professional development and networking opportunities -- Accommodating students with disabilities in science laboratories and in fieldwork -- Human accommodation-laboratory/technical assistants in the sciences -- Mainstream technology as accessibility solutions in the science lab -- Assistive technology -- Accessible formats in science and technology disciplines -- Simulation learning -- Physical access in science laboratories -- Practicum placements -- General principles of designing accessible learning environments in the sciences.
||"Creating a culture of accessibility in the sciences provides insight and advice on integrating students with disabilities in the STEM fields. Each chapter features research and best practices, interwoven with experiential narratives. Creating a culture of accessibility in the sciences is reflective of the diversity of STEM disciplines (life and physical sciences, engineering and mathematics) and of cross-disability perspectives (including physical, sensory, learning, mental health, chronic medical and developmental disabilities). This is a useful resource for STEM faculty and university administrators working with students with disabilities, students with disabilities interested in STEM education and careers, and STEM industry professional interested in accommodating employees with disabilities."--Page 4 of cover.
|Bibliography note||Includes bibliographical references and index.|
||Joyner- committed to retain 20200101 20401231 CUSP