Inclusion, Disabilities, and Informal Science Learning

Monday, March 1, 2010
Resource Type:
Reference Materials | Report
Environment Type: 
Media and Technology, Broadcast Media, Websites, Mobile Apps, and Online Media, Games, Simulations, and Interactives, Public Programs, Afterschool Programs, Museum and Science Center Programs, Exhibitions, Museum and Science Center Exhibits, Parks, Outdoor, and Garden Exhibits
Museum/ISE Professionals | Evaluators
Education and learning science | General STEM
Access and Inclusion: 
People with Disabilities
CAISE Access Inquiry Group, Museum of Science, Boston, Boston College, University of Pittsburgh

Inclusion, Disabilities, and Informal Science Learning, a report by the CAISE Access Inquiry Group, sets forth a framework for changing this inequity. This white paper offers a theoretical framework for thinking about inclusion of people with disabilities in informal science education (ISE), then reviews current practice in museums (broadly defined), in media and technology, and in youth and community programs. While "investigations located a number of projects, initiatives, and organizations that have sought greater inclusion of people with disabilities in ISE," the report concludes, "these efforts are still the exception and not the rule." At the same time, the report points to positive examples of inclusive ISE practices and programs and identifies opportunities for systemic change.

Funding Program: 
Award Number: 
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Team Members

Jeremy PriceJeremy PriceAuthor
Ellen RubinEllen RubinAuthor

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