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Equipment Repositories for Accessibility: A Model for Improving Access in Field Science
1Department of Ecology, Evolution and Behavior, University of Minnesota, Saint Paul MN 55108, USA.
Integrative and Comparative Biology
|May 9, 2023
Summary
The Equipment Repositories for Accessibility (ERA) model offers universities a blueprint to enhance inclusivity in field science. This model addresses systemic barriers, promoting greater participation for people with disabilities in scientific research and education.
Area of Science:
- Disability Studies in STEM
- Inclusion in Scientific Fieldwork
- Academic Accessibility
Background:
- Historically, people with disabilities face systemic barriers and underrepresentation in science, particularly in field science due to resource limitations and lack of adaptive equipment.
- The "leaky pipeline" phenomenon exacerbates the underrepresentation of individuals with disabilities in academic and scientific careers.
- Field science settings present unique challenges for accommodating disabilities, often perceived as daunting due to resource and equipment constraints.
Purpose of the Study:
- To introduce the Equipment Repositories for Accessibility (ERA) model as a strategic framework for universities.
- To provide a comprehensive guide for establishing and managing accessible field research and educational programs.
- To advocate for the inclusion of diverse individuals in science by dismantling accessibility barriers.
Main Methods:
- Review of historical barriers to disability inclusion in scientific fields.
- Outline of a step-by-step process for implementing the ERA model within university settings.
- Overview of available adaptive equipment catering to diverse accessibility needs in field research.
Main Results:
- The ERA model provides a practical blueprint for universities to improve accessibility in field science.
- Implementation of the ERA model can overcome systemic barriers, fostering greater participation of people with disabilities.
- Accessible field science contributes to a more intersectional academic community, recognizing the interplay of disability with other identities.
Conclusions:
- Universities can enhance field science accessibility and inclusivity through the ERA model.
- Addressing accessibility barriers is crucial for creating an equitable and intersectional scientific community.
- The inclusion of diverse individuals, including those with disabilities, enriches the scientific enterprise.
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