Inclusive Accessible Archaeology

University of Reading, Bournemouth University, 2006. https://doi.org/10.5284/1000211. How to cite using this DOI

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Digital Object Identifiers (DOIs) are persistent identifiers which can be used to consistently and accurately reference digital objects and/or content. The DOIs provide a way for the ADS resources to be cited in a similar fashion to traditional scholarly materials. More information on DOIs at the ADS can be found on our help page.

Citing this DOI

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https://doi.org/10.5284/1000211
Sample Citation for this DOI

University of Reading, Bournemouth University (2006) Inclusive Accessible Archaeology [data-set]. York: Archaeology Data Service [distributor] https://doi.org/10.5284/1000211

Data copyright © University of Reading unless otherwise stated

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Primary contact

Dr Tim Phillips
Dept of Archaeology
University of Reading
Whiteknights
PO Box 218
Reading
RG6 6AA
England

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Resource identifiers

Digital Object Identifiers

Digital Object Identifiers (DOIs) are persistent identifiers which can be used to consistently and accurately reference digital objects and/or content. The DOIs provide a way for the ADS resources to be cited in a similar fashion to traditional scholarly materials. More information on DOIs at the ADS can be found on our help page.

Citing this DOI

The updated Crossref DOI Display guidelines recommend that DOIs should be displayed in the following format:

https://doi.org/10.5284/1000211
Sample Citation for this DOI

University of Reading, Bournemouth University (2006) Inclusive Accessible Archaeology [data-set]. York: Archaeology Data Service [distributor] https://doi.org/10.5284/1000211

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Introduction

Inclusive, Accessible, Archaeology was a HEFCE FDTL5 project being run in collaboration between the Departments of Archaeology at the Universities of Reading and Bournemouth and the Research Group for Inclusive Environments (RGIE) at Reading. The project worked closely with a number of stakeholders including the Institute of Field Archaeologists (IFA), the Council for British Archaeology (CBA), Oxford Archaeology and English Heritage, as well as with the Higher Education Academy Subject Centre for History, Classics and Archaeology.

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-assessment 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 involves 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 involves the CBA, the 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.




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