Articles | Volume 53
14 Aug 2020
 | 14 Aug 2020

Access Anglesey 2018: Lessons from an inclusive field course

Jacqueline J. Houghton, Daniel J. Morgan, Clare E. Gordon, Alison Stokes, Christopher L. Atchison, Trevor D. Collins, Benjamin Craven, and Katy Willis

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Cited articles

AGI Disability Consensus Statement:, last access: 11 December 2019. 
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A. Wurthmann, S., and Conchie, S.: Fieldwork is Good: the Student Perception and the Affective Domain, J. Geogr. Higher Ed., 31, 299–317,, 2007. 
Butler, R.: Teaching Geoscience through Fieldwork, GEES Teaching and Learning Guide, HE Academy Subject Centre for Geography, Earth and Environmental Science, 2008. 
Gilley, B., Atchison, C., Feig, A., and Stokes, A.: Impact of inclusive field trips, Nature Geosci., 8, 579–580,, 2015. 
Greenly, E.: The Geology of Anglesey, Memoir (District) Geological Survey of Great Britain HMSO, London, 982 pp., 1919. 
Short summary
Field courses can present significant challenges for students with disabilities. To better understand how to overcome these challenges we ran an accessible and inclusive residential field course for a diverse group of students. The most effective mitigations were the simplest and benefited the whole group: good communication of detailed information reduced anxiety, and alternative exercises for those unable to visit outcrops were designed to contribute unique data to a group enhanced inclusion.