Disability inclusion in chemistry

To mark the United Nations International Day of Persons with Disabilities we have launched a collection on chemists with disabilities. Within diversity, equity and inclusion (DEI) efforts in science, this is a topic that is often overlooked.

Disabled scientists are under-represented in STEM and face additional barriers at all career stages. The DisabledInSTEM mentoring programme provides support, an opportunity to learn from others and a sense of community to empower disabled scientists and help them succeed in their careers.

From classrooms to laboratories and conferences, working in chemistry presents huge challenges to disabled, chronically ill and neurodivergent people. Some simple fixes can help to shift the dial.

Deaf scientists who use American Sign Language need to be able to communicate specialized concepts with ease. In this Viewpoint, four deaf scientists — a quantum physicist, a marine ecologist, an immunologist and an organic chemist — discuss their experiences in developing scientific lexicons and the resulting shift in their science communication.

Despite gains by women and people of colour, men continue to occupy almost three-quarters of all science and engineering positions in the nation, and close to two-thirds are occupied by those who identify as white.

Krystal Vasquez, PhD student at Caltech, talks to Nature Chemistry about her experiences as an atmospheric researcher — both in the lab with her favourite instruments and in the scientific community as a disabled scientist — as well as her love for science writing.

An aisle too narrow, a lab bench too high: the scientific world is a complex place for researchers with disabilities. But many of them find ingenious ways to make it work.

Institutions could do more to support researchers who have disabilities, says Aaron Schaal.

Researchers share their experiences and suggest changes to the structure of science.

Four group leaders with disabilities share their thoughts on how to make laboratories and fieldwork more accessible and inclusive.

Anya Lawrence says pandemic videoconferencing has brought her closer to her colleagues and others in the world of science.

How Christopher Rensing’s diagnosis with a physical disability spurred him to form a microbiology research group.

Restructuring the way you run and manage your lab can be a daunting task, but doing so is imperative for creating a research environment in which d/Deaf students and other diverse learners can work and thrive.

The participation of people with disabilities in higher education in STEM fields in Japan is significantly lower than the proportion of the general population. Here, I discuss our work building an inclusive laboratory, university initiatives to improve accessibility and explain the need for additional support for researchers with disabilities.

The culture of scientific workplaces can cause neurodiverse scientists to face challenges. However, employing inclusive strategies and practical adjustments to the laboratory and the wider environment can help these differently skilled and equally valuable scientists thrive.

Scientists with visible and invisible disabilities take on adversity, helping themselves and others.

University policies often present barriers to bringing assistance dogs into the lab or on campus.

Naheda Sahtout says being legally blind doesn’t fundamentally affect her skills, and argues that science needs to start a conversation to attract and empower more researchers like her.

Creating a more inclusive classroom environment starts with educating instructors about the needs of their students. Once those needs are understood, work to address them may not only benefit the small group of students for whom the intervention was intended, but the wider class too.

For blind and low vision chemists to participate independently in the chemistry laboratory we must employ principles of universal design and embrace new technologies mirroring those available outside the lab. By designing a first-year chemistry course that provides non-visual access, we are taking the first step to empower more blind and low vision people to be successful in chemistry careers.

Getting diagnosed with a physically disabling illness in graduate school can be overwhelming and isolating. This article shares a researcher’s personal journey with such an experience, offering advice and encouragement to those facing similar challenges. By confronting the disease, the author found resilience and developed appreciation for life beyond work.

Pupils with vision impairment face significant challenges in learning science. Here, the authors discuss the impact of an inaccessible curriculum and new ideas that can improve accessibility.

Computational chemist Mona Minkara simulates the molecular dynamics required for lung function and boosts access for visually impaired chemists.

Thinking about the needs of all participants is key to a successful event.

Four scientists with disabilities or chronic conditions share their conference conundrums and give advice on improving accessibility.