There's a place for everyone. Last Feb. I taught a basic Site Survey class
over a weekend as part of the Ark. Archeological Society Certification
class. It did involve visiting a couple sites in the woods, with some basic
mapping and catch-and-release surface collecting. One student had had a
major stroke and couldn't use his right leg or arm to much extent. He did
better in the field than I did what with me breaking my pelvis last July and
some other matters.  He also drove over 200  miles each way to take the
class.

My only real problem is people who should be wearing their eyeglasses when
they dig or screen but don't because of "sweat" or some other inconvenience!

-----Original Message-----
From: HISTORICAL ARCHAEOLOGY [mailto:[log in to unmask]] On Behalf Of Veit,
Richard
Sent: Thursday, May 16, 2013 10:16 AM
To: [log in to unmask]
Subject: Re: field school students with physical disabilities

Several years back my colleagues Matt Tomaso, Stanley Walling and I had a
blind student--with a seeing eye dog--take a Montclair State University
field school at Feltville/the Deserted Village in Union County, New Jersey.
The student was able to excavate as part of a team, screened for artifacts,
processed artifacts, and helped with site preparation.  He had a pretty
complete experience.  

I also had a volunteer participate in a Monmouth University field school who
had lost her lower legs to diabetes.  She was confined to a wheel chair and
did not excavate, but screened, worked on notes, and was an excellent member
of our team.

If someone wants to participate in a dig I think that we should do whatever
we can to facilitate that participation.  

Rich Veit
________________________________________
From: HISTORICAL ARCHAEOLOGY [[log in to unmask]] on behalf of PETTS D.A.
[[log in to unmask]]
Sent: Thursday, May 16, 2013 4:17 AM
To: [log in to unmask]
Subject: Re: field school students with physical disabilities

The Dept of Archaeology at Reading worked up some guidelines for this kind
of thing a few years ago

http://www.heacademy.ac.uk/assets/hca/documents/guides/Archaeology_teaching_
and_learning_guides/Number5_Teaching_and_Learning_Guide_Inclusive_Accessible
_Archaeology.pdf

cheers
David

________________________________________
From: HISTORICAL ARCHAEOLOGY [[log in to unmask]] on behalf of Martha Zierden
[[log in to unmask]]
Sent: 16 May 2013 00:14
To: [log in to unmask]
Subject: Re: field school students with physical disabilities

Thanks, Tim
Those are great suggestions, both for a specific situation and for all of us
to live by!
Martha


On Wed, May 15, 2013 at 7:02 PM, scarlett <[log in to unmask]> wrote:

> Martha,
>
> One summer years ago, we had a student participant who had lost both 
> of his arms in an accident (lost at the shoulders). I was going to 
> write to you privately about my experience because the young man was 
> very private person. Then I considered the large number of veterans 
> from a decade of war that has probably swelled the number of disabled 
> persons potentially seeking to work or volunteer positions in 
> archaeology and I changed my mind.  This is important to discuss 
> publicly. I have never been trained or read case studies about this, and
some awareness is badly needed.
>
> This particular student and I brainstormed together to find ways that 
> he could work alongside other project team members- excavating, 
> screening, taking notes, mapping with the EDM, drawing, and so on.  
> While I write this in the first person, please understand that this 
> was a collaborative effort that also included at least Pat Martin, 
> Elizabeth Norris, and other members of our research team on that 
> project, although these are only my recollections.  As I recall, 
> everything worked out very well.  He took part in all aspects of the 
> dig. Through the field season he came to focus on measured drawings of 
> architectural remains and digital mapping, but he was a regular and
reliable member of that field team in all ways.
>
> The immediate details that I can recall include:
>
> 1. He and I went to a thrift store and bought a cheap pair of old 
> boots that mostly fit him, then drilled through the sole of one of the 
> boots and bolted an off-the-shelf, $0.10 metal bracket onto the 
> bottom. The bracket stuck out from the toes of the boot so that he could
use it as a trowel.
>  You can imagine the motion he used, sort of similar to the movement 
> you would use to scrape mud off of your right toe. He could not walk 
> far in the boot, obviously, so he carried it to the dig and changed into
it for work.
>
> 2. He had one prosthetic arm which was equipped with a pinscher-style 
> claw or clamp.  He was very proficient at using his prosthetic arm to 
> maneuver his dust pan, for example. His prosthetic was similar to the 
> right hand of the person in this wikipedia image:
> http://en.wikipedia.org/wiki/File:Army_prosthetic.jpg
>
> 3. We stitched up a sash that included a hook.  It hung over his neck 
> and shoulder as one would carry a computer bag.  He could stoop down, 
> use his arm to hook the bucket handle, and then lift with his legs and 
> carry the bucket. This allowed him to lift the weight without putting 
> strain on his prosthetic. While I'm sure the bucket banged against his 
> thigh terribly, he never complained or remarked on that.  He was able 
> to prop the screen on his knee, dump the bucket of dirt, and shake.  
> It was remarkable to behold how well he pulled that all off.
>
> 4. As you might expect, he took notes and did drawings with the pencil 
> held in his mouth.  His journal was clear and legible, more than most 
> I've
> read- including my own.
>
> 5. I don't recall very clearly how he managed photography, but I am 
> sure he pulled that off also.
>
> If I were advising a project director or field supervisor about this, 
> I would make these points:
>
> a. Respect that person and their interest and ability to make 
> contributions to the research team and beware natural human tendencies 
> toward voyeurism.  Physical disabilities are no different in most ways 
> than learning disabilities.  With patience and creativity, you will be 
> able to overcome most challenges, but be sure to start conversations 
> in private about possible solutions.  In this case, this student did 
> not want to discuss the accident that caused his disability under any
circumstances.
> That was not relevant to finding solutions anyway.  The crew respected 
> his
> boundaries- full credit to the community in that case.  One mean or 
> thoughtless person could have really spoiled the collective effort at 
> respect.  This individual also did not want to talk about the 
> nitty-gritty details of living with his disability. He never put on or 
> took off his prosthetic arm in public, for example. Dealing with his 
> prosthetic and equipment was a part of his morning hygiene practices 
> and he did not discuss them. Full credit to the rest of the crew that 
> year because they all respected his boundaries when natural human 
> curiosity is understandable, but unimaginably wearisome for the disabled
individual.
>
> b. Speed is not of the essence, quality is.  If you are panicked about 
> the speed of the work, you are not in a position to make this work well.
>
> c. Assess how things are going periodically and privately until you 
> get a better feel for the individual and the crew as a team. Help with 
> tasks, don't do the tasks for the person.  While I am sure this 
> depends upon the individual, you should try to communicate about how 
> to be helpful without infantilizing the disabled person.  Generally, 
> these people are not afraid of hard work.  Tying your own shoes is 
> hard when you have no arms, but doing so is incredibly important to an 
> individuals self-esteem. Let them take the time they need to do their 
> work in the same way you would let them take the time they need to tie 
> their shoes, and they will pretty quickly catch up with the rest of 
> the crew as they become competent with the new skills.
>
> d. Expect that the attitude of the disabled individual will be 
> important, but don't forget that the rest of the persons on the crew 
> are equally as important.  Fostering a mutually respectful environment 
> is critical, the same way you would try to do so for people with 
> different gender, ethnic, racial, class, and economic identities.
>
> e. I expect that there aren't general practices for this type of thing.
>  Each individual's disabilities are unique and the challenges are 
> integrated with their personal identity, so I would approach each 
> circumstance individually and try not to make comparisons.  "I worked 
> with this other person who had no arms and he could do this, can't you 
> when you have one arm?"  That type of comparison will not be helpful.
>
> In this case, the young man was an excellent team member. I look back 
> on other field seasons and projects where I would trade some entire 
> crews to have that young man back for a few weeks.
>
> I'm sure I would have more suggestions, but it is the end of the field 
> day for me!
>
> Best,
> Tim
>
>
>
> On May 15, 2013, at 5:48 PM, Martha Zierden wrote:
>
> > Has anyone enrolled a student with physical challenges in a 
> > traditional field school course?  I have not experienced this, but I 
> > began to ponder this situation and was curious about possible 
> > solutions.I would be interested to know how grading and 
> > accommodations were developed for
> those
> > students.  If you prefer, you may reply off-line.
> > Thanks,
> > Martha
>