Inclusion, Disabilities, and Informal Science Learning

March 1st, 2010 | RESEARCH

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.



Team Members

CAISE Access Inquiry Group, Author
Christine Reich, Author, Museum of Science, Boston
Jeremy Price, Author, Boston College
Ellen Rubin, Author
Mary Ann Steiner, Author, University of Pittsburgh


Funding Source: NSF
Funding Program: ISE/AISL
Award Number: 0638981
Funding Amount: 5500856

Related URLs

Informal Science Education Resource Center (ISERC)


Access and Inclusion: People with Disabilities
Audience: Evaluators | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Reference Materials | Report
Environment Type: Afterschool Programs | Broadcast Media | Exhibitions | Games | Simulations | Interactives | Media and Technology | Museum and Science Center Exhibits | Museum and Science Center Programs | Parks | Outdoor | Garden Exhibits | Public Programs | Websites | Mobile Apps | Online Media