Empowering Science: How Researchers with Disabilities Are Transforming Labs and Fieldwork Accessibility

The journey to Lost Lake was not easy. The trail was steep and rocky. A group of scientists and students carefully made their way, some using canes or leaning on friends for support. For those who couldn’t walk the path, a drone offered a stunning view of the narrow blue lake below.

This field trip aimed to highlight the challenges that researchers with disabilities face. It also showed how those challenges can be overcome. “Just because you can’t do it like someone else doesn’t mean you can’t do it,” said Anita Marshall, a geologist from the University of Florida, who led the trip. The group included people with various disabilities, including those affecting sight, hearing, and mobility.

Marshall’s organization, the International Association for Geoscience Diversity, organized the trip to Lost Lake, located along the San Andreas Fault, near San Bernardino. Their mission is to make field work more accessible, ensuring that individuals with disabilities are welcomed and included in scientific exploration.

Taormina Lepore, a paleontologist from Western Michigan University, noted that the scientific community often values a single standard approach to research. Yet, at Lost Lake, everyone had a way to participate, even those who couldn’t physically reach the location.

“It’s not just about science; it’s about empathy too,” Lepore said, emphasizing the need for understanding and support in research environments.

Data shows that disabled individuals account for only about 3% of the science, technology, engineering, and math (STEM) workforce, according to a 2021 National Science Foundation report. Many researchers believe this low number is due to inadequate facilities and support. Mark Leddy, who previously managed grants related to disability at the NSF, pointed out that many students and faculty still face barriers that keep them from engaging in labs and research.

The Americans with Disabilities Act of 1990 requires new buildings to be accessible, including features like ramps and wide walkways. However, updating older labs presents unique challenges that can take time and resources to resolve.

Alyssa Paparella, a biology doctoral student at Baylor College of Medicine, has created an online community for disabled scientists. She shared that in one of her previous schools, there were no automatic doors. “What does that say about who we want working in laboratories?” she wondered. Such obstacles serve as reminders of the work that still needs to be done.

Leddy emphasized the value that researchers with disabilities bring to science. Their life experiences often force them to find creative solutions to everyday challenges—an important skill in any scientific setting.

Venu Varanasi, a biomaterials engineer at the University of Texas at Arlington, makes his lab more accessible by using high-contrast colors for signage and keeping spaces clutter-free, benefiting everyone. “When you recognize someone’s needs, you have an opportunity, not a problem,” he said.

At Purdue University, professor Brad Duerstock worked with his school to create an accessible biomedical lab by ensuring wheelchair users can reach all areas safely. The cost of improving accessibility varies but can often be covered by school budgets or grants from scientific organizations.

On the field trip, participants explored how the San Andreas Fault shaped the landscape, with many geologists of all experience levels joining in. Some were students eager to learn from professionals, while others shared knowledge and a sense of community.

For instance, Jennifer Piatek, a professor who uses a wheelchair, observed the beauty of Lost Lake through drone footage. She appreciated being part of a group that anticipated her needs, which made the experience enjoyable. “You can study through images, but it’s really important to experience the space in person,” she commented.

Lepore, who is neurodivergent and has low vision, utilized an AI app during the trip to gather information about rocks. She reflected, “Nature doesn’t come with ramps, but we can find ways to make geological fieldwork more inclusive.”

Bushra Hussaini, who supports interns and volunteers with disabilities at New York’s American Museum of Natural History, echoed the sentiment, saying that the supportive community of geologists keeps her engaged. “We learn from each other and lift each other up,” she remarked.

Before the trip concluded, Marshall encouraged everyone to ask for help when needed. She recalled her frustrations as a doctoral student when accommodations weren’t made during outings, vowing to create a better experience for future generations of scientists.

“These field trips aim to show that there are different ways to approach science,” Marshall stated. “We’re planting seeds for the future.”