The use of a fieldwork audit to anticipate barriers to fieldwork for disabled students

Abstract

Abstract Fieldwork is regarded as an integral component of geoscience and related curricula in most higher education institutions (HEIs). It offers undergraduates opportunities to apply their learning in diverse environments whilst also developing skills valued by employers. However, it is recognized that field activities may present barriers to disabled students thus, potentially, limiting opportunities available to them. Legislation requires that staff in HEIs anticipate disabled learners' needs, but this can be difficult and time-consuming, especially with regard to fieldwork. The aims of this paper are to present an audit tool that may be used to anticipate barriers that particular field locations or activities may present and report on a simple, yet effective, approach that will assist staff planning field-based activities.