Disabled students form a significant but under represented minority in higher education in the UK. Participation appears to be particularly low in disciplines that contain a fieldwork component. Fieldwork has been recognized as a barrier to the participation of disabled students. This
paper emphasizes a critical perspective on fieldwork, highlighting the way in which fieldcourses as currently conceived, enacted and experienced, can exclude disabled students. It discusses a survey of the experiences of providing learning support to disabled students undertaking fieldwork
in geography, earth and environmental science departments in the UK. It also considers the various ways in which the images, spaces, practices and cultures of fieldwork may exclude or marginalize disabled students and the different ways in which fieldwork may be made more inclusive.
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