In my role as module organiser for the flagship Year 1 field course for environmental students to Snowdonia National Park I pre-screen all the students to identify accessibility issues and/or learning disabilities (hidden) to enable me to develop a bespoke learning and/or supportive environment.

The trip takes students to five different locations, with varying physical terrains, though none are considered extreme environments (i.e. they are accessible to the publics by well-maintained footpaths). Screening for medical and accessibility issues, I am able to identify students that could struggle in the environment (fatigue, heart conditions, hypermobility, etc.) and am able to provide a dedicate support member of staff (teaching technician) to speak with them prior to the trip, outlining the various requirements but whom is able to drive those students to the sties (separate from the main coach) to allow students ample time to make their way to the meeting place or become familiar with the site (ease worries) without the pressure of other students around them. The support member of staff stays with the students all day/week, and provides assistance in the field. In terms of learning and/or hidden disabilities, students have their own personal support plan, however, that isn't always translatable to a field setting. I meet with the students to discuss their requirements, and have made useful adjustments such as enabling students to use dataphones to record notes in the field in lieu of a note-taker, creating a detailed hour-by-hour timetable for the week, or produce pocket notes for students to take into the field to ease information overload that can occur. Although time consuming for the organiser, it has created a much more inclusive learning environment for all.