Good practice guidelines \ue001or including
disabled students and sel\ue001-evaluation in
archaeological \ue000eldwork training

It was a collaborative project led by Pro\ue001essor Roberta Gilchrist o\ue001 the Department o\ue001 Archaeology at the University o\ue001 Reading, with the School o\ue001 Conservation Sciences at Bournemouth University and the Research Group \ue001or Inclusive Environments (RGIE) at Reading.

The project received the active support o\ue001 a number o\ue001 stakeholders including the
Institute o\ue001 Field Archaeologists (IFA), the Council \ue001or British Archaeology (CBA),
English Heritage and Ox\ue001ord Archaeology, as well as the Higher Education Academy\u2019s
Subject Centre \ue001or History, Classics and Archaeology.

This project would not have been possible without the enthusiastic support and
involvement o\ue001 the \ue001ieldwork teams at the Universities o\ue001 Reading and Bournemouth,
and the disabled students and volunteers who tested the tool kit.

University o\ue001 Reading, Research Group \ue001or Inclusive Environments
June 2007 \u00a9 copyright The IAA Project Team
Designed and typeset by Text Matters (www.textmatters.com)

9 Phases o\ue001 the Inclusive, Accessible, Archaeology project
10 Phase 2: Characterisation
11 Phase 3: Controlled testing
11 Phase 4: Field trials

22 Including students with dyslexia and similar conditions
24 Including students with hidden disabilities
25 Including students with visual impairments
27 Including students with hearing impairments
28 Including students with mobility impairments
29 Including students with mental health issues
30 Including students with Asperger\u2019s Syndrome
31 Using a \u2018buddy\u2019 system on archaeological \ue000eldwork training
32 Making archaeological \ue000eld trips inclusive
33 Checklist \ue001or inclusive archaeological \ue000eldwork training
34 Examples o\ue001 minor adjustments
34 Examples o\ue001 major adjustments