#field school

any advice?

This sounds like an incredible opportunity, and I would definitely encourage you to pursue it! I hear your concerns about embarrassing yourself and being a hindrance, but I think you should reframe your thinking around facts that 1) everybody deserves learning experiences regardless of their physical ability, and 2) there are things you can do that will be an asset to the excavation.

Some of these things include taking notes and photographs, documenting and storing finds, and working with any digital tools like GPS units. You may also be able to do lab work and different kinds of analysis, depending on what they find and how they run the program. A good supervisor (although not all are created equal) will be willing to work with you to come up with a plan for how you can participate and what that will look like.

Usually, classes like this have applications where students list their relevant coursework and write a brief personal statement about why they want to participate. There are a couple of ways you could go about this in regards to disclosing your disability and seeking accommodations. You can either:

Disclose early: this would entail including something about your disability in your personal statement, in an email to the professor running the dig, etc.

Disclose later: submit your application without mentioning your disability. Feel free to mention how hard you've worked to get where you are, and if you want to talk about vague challenges with your health as part of that, it's up to you. If you are accepted to the dig, ask for a meeting with the supervisor where you can then explain your needs and what you are able to do.

Generally, I advise erring on the side of disclosing later rather than earlier. As I'm sure you're aware, prejudice and implicit bias are unfortunately a thing, and sometimes the only way to protect yourself from those impeding your application is to withhold information (although obviously this isn't an option if the professor already knows you). Additionally, you have legal protections against discrimination that are much easier to enforce after you have been accepted.

That being said, I've been heartened to see that more and more people in archaeology spaces are thinking about what accessibility means in field settings and how to include people with disabilities.—perhaps this is also the case with whoever is running this dig. Archaeology is for everyone, and there are many roles in an excavation for someone who can't do physical labor.

Finally, I'll close with some resources that might be helpful.

The Disabled Archaeologists Network: while I don't think they have a ton of programming for undergraduates (yet), membership is free and can put you in touch with

Field Tested: an article about a disabled student who was able to participate in a geology field school (similar levels of work to an archaeology one). It discusses some of the accommodations the student needed, and what they were able to do.

Here's an article by Dr. Anita Marshall, the professor who ran that accessible field school. Its content isn't substantially different from the one I linked above, but at the end it also cites some good literature about accessibility in field work. You should be able to access a lot of those publications through your institution's library or @jstor's free (or institutional) service.