Universal Design for Accessible
Field Trips: Methods, Results and
Recommendations
A Joint project of VCC
Science Department
Disability Services
Arbiter of Student Issues Office
Institutional Research
Presented by
Susan Dahlgren, Disability
Services
Elaine Lum, Science Department

Acknowledgements
WE THAN K THE VCC RES EARCH FU N D
FOR THE CONTINU ED SU PPORT OF
THIS PROJ ECT
AND
WE WOU LD LIKE TO BEGIN BY
ACKN OW LED GI N G THAT W E ARE ON
THE TRAD ITI ONA L AND U NCED ED
TERRITOR Y OF THE COAS T S ALIS H
PEOPLES , THE TRAD ITI ON A L
TERRITOR I ES OF THE SQU AM ISH,
M U S QU EAM AN D TS LEIL- W AU T U TH
FIRST NATIONS .

Why Fieldtrips?
Addresses best practices for adult learning
which is social, experiential, and collaborative
(Knowles, 1980; Remenick & Goralnik, 2019).
 Meets basic psychological needs of adult
learners by fostering autonomy and selfperceived competence (Dettweiler et al.,
2017).
 Involves active learning with hands-on
activities that incorporate “focused reflection
time and slower paced thinking” (Worley,
2011).
 Outdoor field trips are beneficial in promoting
wellness in diverse student populations
(Gómez et al., 2014; Shellman & Hill, 2017).


Duty to Accommodate
The rationale for accommodating students is best outlined
in the BC Human Rights Code and includes:
 Fostering a society in British Columbia in which there are
no impediments to full and free participation in the
economic, social, political and cultural life of
British Columbia;
 Promoting a climate of understanding and mutual respect
where all people are equal in dignity and rights; and
 Identifying and eliminating persistent patterns of
inequality associated with discrimination.
 Creating equity "in the playing field"

Objectives
 Identify potential barriers that

may prevent students with
disabilities from fully
participating in field trips.
 Use awareness of identified
barriers in designing field trips
to be inclusive and maximize
academic capital of students.

Methods
 Create assessment

checklists for indoor and
outdoor field trip venues
 Assess current field trip
sites for potential barriers in
field trip participation:
Camosun Bog, Stanley Park
(Beaver Lake trail),
Vancouver Aquarium,
Figurehead Park intertidal.

Methods
 Design a survey that identifies

barriers to field trip participation
for students who self-identify as
having a disability
 Ensure the survey complies with
ethical considerations in human
research (informed consent,
confidentiality, defined risks and
benefits, access to survey results)
 Enlist Institutional Research to
deploy an online survey to
registered VCC students

Methods
 Institutional

Research deployed the “Barriers
to Fieldtrip Participation” survey
on March 2, 2020 using a contact
list of currently enrolled students
provided by the Registrar's office.
 The survey was available
online for 10 days
 A reminder email was sent a week
later to students who had not
responded to the survey.

Indoor Field Trip Accessibility Checklist
Building Exterior (Ontario BIA Associat ion)
Accessible parking
Ramps from parking area into building
Pat hway to building is st able, firm and slip-resistant
Doorway s are at least 36 inches wide
Aut omatic doors
Building Int erior (Ontario BIA Associat ion)
Accessible washrooms
Ramps t o reach different levels
Pat hway surfaces are st able, firm and slip-resistant
Doorway s are at least 36 inches wide
Aut omatic doors
Signage (Queens University)
Clear and sharp type st yle
Font size is appropriate for t he viewing distance
Posit ioned at ey e level or perpendicular t o path of t ravel
Text is glare-free and high-contrast t o background
Text is raised and/or in Braille
Illumination is adequate
Exhibits (Smithsonian)
Open capt ioning for videos and audio exhibits
Tact ile elements in exhibits
Assist ive listening devices available
Access services available with advance not ice
Clear line of sight t o exhibits for t hose using mobility aids
Print ed materials available in Braille
Print ed materials available in large print
Visual description audiopage available

YES

NO

Outdoor Fieldtrip Accessibility Checklist
Pa rk Facilities
A ccessible parking available
Pa thways are stable, firm and slip-resistant

Gr ade of pathway running slopes are < 5%, cross-slopes are < 2%
A ccess to trailheads have a minimum width of at least 36 inches wide

A ccessible washrooms available close to observation sites
T rails

T rail surfaces are firm and stable and at least 36 inches wide
Boa r dwalks are provided where trails are rocky and unstable
T rail grades have running slopes of <5%, if >5%, there are resting areas within 200 feet

Resting areas are at least 5 feet long and 36 inches wide, with grades <5%
T rail signage
Cl ear and sharp type style. Text is glare-free and high-contrast to background

Font size is appropriate for the viewing distance
Positioned at eye level or perpendicular to path of travel

T ext is raised and/or in large text
Il lumination is adequate

T rail obstacles/hazards
T h ere is adequate warnings (eg. signage) for hazards ahead
Edge protection is provided where trails are higher than surrounding area

Edge protection is at l east 3 inches high
Pr otruding objects are <80 inches above trail surface

T r ead obstacles on trail surface are <1 inch high and guardrails are < 42 inches high
Openings in path surfaces are small enough to avoid wheels going through
V egetation is cleared 2-5 feet on either side of trails

Spa ces for viewing are wide and long enough for maneuvering/turning around
A ssistive Devices

Bea ch/trail assistive devices are available
A udio guides are available

YES

NO

The Results
Of the resulting 465 responses, 28% self-identified as having a
disability. Disabilities mentioned included mental health (11%), learning,
(9%) physical (7%), chronic (4%), sensory (4%), or other conditions
(4%).

The Results
Q. Is the barrier you faced or expect to face related to
participation in an indoor or outdoor field trip?

The Results
Q. Have you had or could you have access to any of the
following to assist you on a post-secondary field trip?

Barriers
Mental Health Challenges (11%)
 anxiety/panic disorder and depression due
to situations outside of regular routine
 making one’s way to and from strange
destinations
 working with unfamiliar people
 being in large crowds
 claustrophobia
 perceived inability to leave the environment
 agoraphobia
 being required to wear body-fitting attire
(eg. swimsuit)
 post-traumatic stress disorder
 timed deadlines at the field trip site
 fear that no one will talk to me or work with
me

Barriers
Learning Challenges (9%)
 not understanding verbal
explanations or instructions
 overstimulation
 distraction by surroundings
 lack of language proficiency
 fear of acting out inappropriately
 not understanding personal
boundaries in an unfamiliar
situation

Barriers
Physical Challenges (7%)
 physical demands of walking long
distances (most commonly cited
physical barrier)
 permanent limp and balance issues
 fear of injury due to fragile bones
 lack of room to maneuver mobility
devices
 negotiating rough terrain
 inability to run, bend, lift or climb
 unable to perform special skills such
as bike riding or swimming

Barriers
Chronic Conditions (4%)
 chronic pain and fatigue
 underlying health issues
(asthma, Crohn’s Disease,
arthritis, lupus, Celiac Disease)
 severe allergies to pollen and
other environmental allergens
 chronic condition requires
immediate access to restrooms
 sensitivity to sun exposure,
resulting in pain
 fainting in over-heated areas

Barriers
Sensory Challenges (4%)
 can’t hear the guide or instructor
due to ambient noise or secondary
conversations
 voice distortion due to
microphones or public broadcast
systems
 films without captioning
 lack of sign language interpreter
 discomfort due to loud noises,
especially in echoing spaces
 unable to wear sensory aid (eg.
spectacles) in some circumstances,
such as under water
 unable to get close enough to guide
or instructor to hear, see, or touch

Barriers
Other Barriers (4%)
 unable to get to field trip site
due to lack of transportation
or unfamiliarity with route
 lack of weather-appropriate
clothing or specialized
equipment
 economic obstacles (eg.
entrance fees, specialized
equipment or weatherappropriate clothing)

Recommendations
Site selection
 ensure site is accessible
 minimize travelling time
 allow students to travel
from the school to the field
trip venue together
 select easy transport route
 venues should have no or
minimal cost to participate
 anticipate barriers

Recommendations
Pre-trip preparation
 collaborate with Disability Services about
courses and programs with field trips
 create a safe environment for open
dialogue with students about potential
disability barriers
 clear instructions and expectations
 assign small groups with familiar
partners
 clear directions to site location
 practice procedures and in-field activities
ahead of time
 better awareness of and training for
instructors regarding mental health and
cognitive challenges
 make students aware of support services
from the institution or field trip venue.

Recommendations
In-site Preparation
 allow students time to catch up if moving
from stop to stop
 provide lots of breaks in between activities
 allot space close to the guide, instructor or
speaker for those who need to be closer
 make students aware of accessibility support
that is available from the post-secondary
institution or field trip site
 ensure students are working with someone
they are comfortable with
 provide quality, well-trained assistants

Contributors
S C I EN C E DEP ART MEN T
JAC QU EL I N E S H EH ADEH
ROBY N WOOD
EL AI N E L U M
JENNI FER KEL L Y
HI L ARY BROWN
KL AU DI A JU RKEMI K
ZOE GAL L AGHER
GREG COL OMBO
MARI A MORL I N
DI S ABI L I TY S ERVI C ES
S U S AN DAH L GREN
ARBI T ER OF S T U DEN T I S S U ES OFFI C E
T AN N Y MARKS
I N S T I T UTI ON AL RES EARC H
SEAN P . WON G
OFFI CE OF T HE REGI ST RAR

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