Inclusive, Accessible, Archaeology: Good practice guidelines for including Disabled Students and Self-evaluation in Archaeological Fieldwork Training

This source preferred by Iain Hewitt

Authors: Phillips, T., Gilchrist, R., Hewitt, I., Le Scouiller, S., Booy, D. and Cook, G.

http://www.heacademy.ac.uk/assets/hca/documents/guides/Archaeology_teaching_and_learning_guides/Number5_Teaching_and_Learning_Guide_Inclusive_Accessible_Archaeology.pdf

Publisher: The Higher Education Funding Council for England.

The Inclusive, Accessible, Archaeology project (FDTL5) was set up to investigate the issues surrounding disability and archaeological fieldwork. The project has produced a set of good practice guidelines for including disabled students in fieldwork training. These are partly based on the observations of the project team, but the main sources of information were the experiences of Archaeology Departments, and disabled archaeology students and professional archaeologists. The guidelines contain details of a self-evaluation tool kit developed by the project team which can be used by all students to identify and track their developing archaeological and transferable skills. Practical advice on making excavations accessible to the visiting general public is also provided.

The data on this page was last updated at 04:53 on December 15, 2018.