Creating a Culture of Accessibility in the Sciences

Content: 
Front-matter,Copyright,Dedication,Epigraph,List of Contributors,About the Authors,Acknowledgments,IntroductionEntitled to full textPart I: Students with Disabilities in the Sciences1 - The landscape for students with disabilities in the sciences, Pages 3-14
2 - Accessibility in science, technology, engineering, and mathematics—the global perspective, Pages 15-22
3 - Barriers faced by students with disabilities in science laboratory and practical space settings, Pages 25-39
4 - Student perspectives on disability—impact on education, career path, and accommodation, Pages 41-56
5 - Key role of education providers in communication with students and service providers, Pages 57-67
6 - Disclosure in the sciences, Pages 71-82
7 - Student as ACTor—recognizing the importance of advocacy, communication, and trailblazing to student success in STEM, Pages 83-91
8 - Mental health and well-being for students with disabilities in the sciences, Pages 93-103
9 - Peer-support networks, Pages 105-113
10 - Essential requirements and academic accommodations in the sciences, Pages 117-128
11 - Universal design for learning, Pages 129-137
12 - Inclusive teaching practices, Pages 139-148
13 - Faculty mentorship of students with disabilities in the sciences, Pages 151-162
14 - Faculty supervision of students with disabilities in the sciences, Pages 163-174
15 - The student in a leadership, mentorship, and supervision role, Pages 175-185
16 - Leveraging professional development and networking opportunities, Pages 187-196
17 - Accommodating students with disabilities in science laboratories and in fieldwork, Pages 199-205
18 - Human accommodation—laboratory/technical assistants in the sciences, Pages 207-219
19 - Mainstream technology as accessibility solutions in the science lab, Pages 221-229
20 - Assistive technology, Pages 231-237
21 - Accessible formats in science and technology disciplines, Pages 239-247
22 - Simulation learning, Pages 249-255
23 - Physical access in science laboratories, Pages 257-262
24 - Practicum placements, Pages 265-283
25 - General principles of designing accessible learning environments in the sciences, Pages 285-296
Conclusion: STEM and disability—a vision for the future, Pages 297-299
Bibliography, Pages 301-308
Index, Pages 309-319