How are museums engaging with children with ASD? Does access = inclusion?
These are questions we briefly tackled in our recent blog post for the Think Inclusive. Tim Villegas runs this blog out of Marietta, Georgia to “serve as a resource for educators (especially those who work with students with significant cognitive disabilities), for parents and for self-advocates.” If you’re a museum professional or student currently working with children with learning, developmental, or cognitive disabilities–or if you’re considering doing so–you should check it out his blog; it offers great expertise and resources.
Here’s the intro to our post. If you wish to read more, follow the link to the Think Inclusive.
We wish to state from the onset of our post that we’re not specialists in learning and developmental disabilities, but rather are advocates for museums becoming more inclusive of diverse groups and individuals. Because the discussions of access and inclusion can be sensitive, we also wish to state that we believe access and inclusion go together; true inclusion can not happen without access.
Recently, an increasing number of museums have been responding to the reality of learning and developmental disabilities, including Autism Spectrum Disorders (ASD) in several ways.