What is inclusion and what might that look like in chemistry education?

Jane Essex

What is inclusion and what might that look like in chemistry education?

Jane Essex

Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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Abstract

This chapter sets out the key terms and concepts used when considering responses to individuals with disabilities. It sets out the main models of disability that are used when considering provision for people with disabilities. It then analyses the main drivers for inclusion, including legal frameworks, cultural factors and economic considerations. The differences in access to access to further and higher education in chemistry around the world are considered in terms of the interaction of these different factors. It describes how the distinctive culture of science may confound efforts to promote inclusion of those with disabilities. In conclusion, common approaches to enhancing access to chemistry by people with disability are set out.

Original language	English
Title of host publication	Inclusive and Accessible Chemistry for Further and Higher Education
Subtitle of host publication	Developments and Opportunities for Students with Disabilities
Editors	Jane Essex
Place of Publication	London
Publisher	Royal Society of Chemistry
Chapter	2
ISBN (Electronic)	978-1-83767-861-7, 978-1-83767-860-0
ISBN (Print)	978-1-83767-524-1
Publication status	Accepted/In press - 2025

Publication series

Name	Advances in Chemistry Education Series
ISSN (Print)	2056-9335
ISSN (Electronic)	2056-9343

Keywords

inclusion
policy
legislation
disabilities
culture

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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abstract = "This chapter sets out the key terms and concepts used when considering responses to individuals with disabilities. It sets out the main models of disability that are used when considering provision for people with disabilities. It then analyses the main drivers for inclusion, including legal frameworks, cultural factors and economic considerations. The differences in access to access to further and higher education in chemistry around the world are considered in terms of the interaction of these different factors. It describes how the distinctive culture of science may confound efforts to promote inclusion of those with disabilities. In conclusion, common approaches to enhancing access to chemistry by people with disability are set out.",

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What is inclusion and what might that look like in chemistry education? / Essex, Jane.
Inclusive and Accessible Chemistry for Further and Higher Education : Developments and Opportunities for Students with Disabilities. ed. / Jane Essex. London: Royal Society of Chemistry, 2026. (Advances in Chemistry Education Series).