Articles | Volume 53
https://doi.org/10.5194/adgeo-53-183-2020
https://doi.org/10.5194/adgeo-53-183-2020
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

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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, https://doi.org/10.1080/03098260601063628, 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, https://doi.org/10.1038/ngeo2500, 2015. 
Greenly, E.: The Geology of Anglesey, Memoir (District) Geological Survey of Great Britain HMSO, London, 982 pp., 1919. 
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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.