Chemistry, and science more broadly, should be welcoming and accessible to everyone with an interest. However, stigma and discrimination often colour the experiences of students with disabilities. With improved awareness and understanding of the functional needs of students with different types of disability we can make chemistry in higher education accessible to all.

Drawing on research evidence on approaches to inclusion and describing examples of the inclusion of chemistry students with differing types of disability, this book sets out what we know about successful inclusion. Wide ranging accounts provide a discussion of barriers faced, helpful strategies and recommendations for improving accessibility and inclusivity in higher education.