Preface

Overview of the BookThis book is intended to provide ideas about how the chemical and physical sciences could change to make them an environment in which participants with various types of disabilities can participate and succeed.Its primary purpose is to explore the gap between often expressed good intentions to be inclusive and the practical delivery of an experience which fosters and values difference (Spektor-Levy and Yifrach, 2019).It is not a theory-driven book, though it refers to relevant theories and empirical evidence.Throughout, the reader is encouraged to explore the relationship between how we view di versity, how we implement inclusion and what we consider to be valid science.-This book was started in response to the continuing problem of a 'leaky pipeline' which affects progression in chemistry by disabled students.Higher Education Statistics Agency data for 20121-22 report that whilst 17.2 of chemistry undergraduates self-identify as having a disability, only 12.4% of the students who embark on a PhD self-identify as disabled and a mere 5.6% of academic staff consider themselves disabled (JISC Services Ltd, 2023).This suggests that studying chemistry is, in and of itself, disabling and that the subject is likely to haemorrhaging talent by deterring indi viduals from staying in the discipline.This book is being completed at a time when global economic uncertainties seem likely to disproportionately affect people with disabilities (SCOPE, 2024).Indeed, it seems to be working against the political 'direction of travel'.Whilst the US government is raising concerns about the adverse consequences of a DEI (diversity, equality and inclusion) agenda (Raymond, 2025), the UK government is imposing cuts on the 'Access to Work' system which supports disabled people to enter, and remain in, the workplace (Buchanan, 2025).At the same time, the diversity of -Advances in Chemistry Education Series No. 14 Inclusive and Accessible Chemistry for Further and Higher Education: Developments and Opportunities for Students with Disabilities Edited by Jane Essex