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Creating a Culture of Accessibility in the Sciences
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As a comprehensive guide, this book provides insights and advice on integrating students with disabilities into the STEM fields, with each chapter featuring research and best practices that are interwoven with experiential narratives

Table of Contents

Part I: Students with Disabilities in the Sciences 1. The landscape for students with disabilities in the sciences 2. Accessibility in science, technology, engineering, and mathematics-the global perspective Part II: Barriers Faced by Students with Disabilities in the Sciences 3. Barriers faced by students with disabilities in science laboratory and practical space settings 4. Student perspectives on disability-impact on education, career path, and accommodation 5. Key role of education providers in communication with students and service providers Part III: Student as Educator 6. Disclosure in the sciences 7. Student as ACTor-recognizing the importance of advocacy, communication, and trailblazing to student success in STEM 8. Mental health and well-being for students with disabilities in the sciences 9. Peer-support networks Part IV: Student as Learner 10. Essential requirements and academic accommodations in the sciences 11. Universal design for learning 12. Inclusive teaching practices Part V: Students as Mentees, Trainees, and Leaders 13. Faculty mentorship of students with disabilities in the sciences 14. Faculty supervision of students with disabilities in the sciences 15. The student in a leadership, mentorship, and supervision role 16. Leveraging professional development and networking opportunities Part VI: Accommodating Students With Disabilities in the Sciences 17. Accommodating students with disabilities in science laboratories and in fieldwork 18. Human accommodation-laboratory/technical assistants in the sciences 19. Mainstream technology as accessibility solutions in the science lab 20. Assistive technology 21. Accessible formats in science and technology disciplines 22. Simulation learning 23. Physical access in science laboratories Part VII: Synthesis 24. Practicum placements 25. General principles of designing accessible learning environments in the sciences

About the Author

University of Toronto and Ontario Cancer Institute, Toronto, ON, Canada National Educational Association of Disabled Students, Ottawa, ON, Canada

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