What is Inclusion and What Might That Look Like in Chemistry Education?

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 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 improving access to chemistry for people with disabilities are set out.