There is an increasing need for creative, adaptable approaches as geoscience education struggles to acclimate to accelerating environmental and socio-cultural change. Such innovative acclimation relies on a diversity of talents, not on a singular conception of ability. Although importance of diversity is becoming more widely acknowledged across the field, recognition of individuals with disabilities as valuable contributors to the geosciences is routinely overlooked. This presentation will discuss approaches for improving inclusion of geoscience education through bridging the theory-praxis rift. Achieving this necessitates both training for faculty in inclusive practice, and investigating translation of inclusive design principles into geoscience contexts. Establishing a theoretical foundation that views disability as a valuable aspect of diversity is essential. Utilization of Inclusive Design for Learning (IDL) provides tools for enhancing access of instruction. Principles of IDL do not comprise a “one size fits all” framework, but rather emphasize clear goals and a flexible framework allowing for a range of customizations. Strategies based on IDL align with good teaching practices that stand to benefit all students. In addition to addressing barriers to access in learning environments, IDL recognizes that some students will not be fully included by design and builds in comprehensive plans for accommodation. Initiating progress in improving inclusion through IDL application requires robust, explorative practice and research. This process of reconnoitering and iteratively improving IDL implementation can be addressed through professional development and design based research (DBR).

New opportunities for access training and resources are now available through the International Advisory for Geoscience Diversity (IAGD). In the arena of educational research, DBR offers appropriately adaptable, pragmatic methods for exploring IDL application to geoscience education. My research seeks to distill exemplary processes through iterative cycles of planning, enacting, reflecting and refining. In an area where so little is known, these approaches provide paths forward in improving inclusivity of geoscience education.