Making Science More Accessible
Curb cuts—those ramps in sidewalks that that make it easier for people in wheelchairs to navigate intersections—became a universal feature of the built environment with the passage of the Americans with Disabilities Act in 1990. It soon became obvious that this change benefited not only wheelchair users, but also people pushing strollers, bicyclists, runners, travelers wheeling luggage, and anyone who has ever had a short-legged pet or ill-fitting shoes. The effect was so remarkable that social scientists call this phenomenon the “curb cut effect”: a feature or rule intended to help one group of people that ends up benefitting everyone.
Scientific and technical fields could realize a curb cut effect—if they were to become more welcoming to people with disabilities, argues Rory A. Cooper. As a result of systemic barriers in scientific education, disabled scientists are few and far between. Although about a quarter of Americans have some limitation in performing daily activities, only 5% of doctorate holders under 40 in scientific and technical fields have a disability.
There are successful models for making education and training more accessible to people with disabilities that scientific and technical programs can emulate. Implementing such changes, writes Cooper, “would ensure that creativity, new perspectives, and fresh talent are available to address the challenges facing the world and its inhabitants.”
Read more about accessibility strategies for science and technology education.
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