This project addresses the dual issues of disability and transferable skills in the teaching of archaeological fieldwork. It will increase awareness of disability issues in Archaeology and improve the integration of disability in fieldwork teaching.
The emphasis is on the development of a self-evaluation tool kit for physical and psychological abilities in fieldwork. This tool will increase students' awareness of their acquisition of transferable skills and promote careers management skills.
The project involved archaeologists working closely with specialists in Inclusive Environments to characterise the skills needed in archaeological fieldwork. In addition to engaging with teachers of undergraduate archaeology nationally, the project actively involved the Council for British Archaeology (CBA), the Institute of Field Archaeologists (IFA), English Heritage and Oxford Archaeology. The project has the potential to widen participation by challenging the stereotype of archaeology as a field discipline that may exclude disabled participants. It aims to effect a change of emphasis from 'disability' to ability: rather than excluding or categorising individuals, students will be engaged actively in assessing their own skills.
Using examples of good practice reported by the subject providers and students, and the results of the project, a guide to ‘Including Disabled Students and Self-Evaluation in Archaeological Fieldwork Training’ was also produced. The guide includes sections on:
- Models of disability
- The work of the Inclusive, Accessible, Archaeology project
- Making archaeological fieldwork training inclusive
- Making archaeological field trips inclusive
- Making archaeological excavations accessible to visitors
- Links to useful information.