Applying Universal Design for Learning to Create Inclusive Museum Activities for Neurodiverse Audiences

• In Event: Power and Learning in Museums: Reimagining Museums as Sites of Untold Histories

Abstract

The neurodiversity movement argues that diverse ways of thinking are essential to society, in a similar way that biodiversity is essential to life. Within museum environments, adopting this perspective would move institutions away from offering separate programs or accommodations for neurodivergent learners, and toward creating experiences that invite and celebrate diverse approaches to learning for all visitors. In this project, three museums partnered with autistic youth to co-design hands-on engineering activities in order to understand what design and facilitation strategies might support diverse ways of learning. Using Universal Design for Learning as a starting point, the project team compiled, synthesized, and organized youths’ recommendations and design decisions, creating a set of guidelines for creating neurodiversity-affirming museum activities.

Authors

• Susan M. Letourneau, New York Hall of Science

• Wendy B. Martin, Education Development Center, Inc.

• Samantha Tumolo, Education Development Center, Inc.

• Dana Schloss, New York Hall of Science

• Amelia Merker, New York Hall of Science

• Tara Henderson, Explora

• Danielle Linzer, Children's Museum of Pittsburgh