"Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning."
Explore how to make museum education programs accessible to diverse audiences, including people with disabilities, non-native speakers, and different age groups.
Diversity, Equity, and Inclusion (DEI): Understanding the importance of embracing diversity, promoting equity and fostering inclusion to make museums more welcoming and relevant to all audiences.
Accessibility: Making museums accessible to all patrons, including those with disabilities or special needs.
Cultural sensitivity: Understanding and respecting different cultural backgrounds and their perspectives in order to make museums more inclusive to all visitors.
Universal Design: Applying designs and techniques that make exhibits and programs accessible and inclusive to everyone.
Community Engagement: Involving the local community and various stakeholders in museum programs and initiatives to ensure that their voices and perspectives are heard and addressed.
Social Justice: Advocating for equal rights, opportunities, and access as it pertains to inclusive museum practices.
Artistic expression and identity: Valuing unique aesthetic identities to promote diverse representation in museum exhibitions and programs.
Bilingual interpretation: Non-English speaking visitors should be provided with interpretation in a language they can understand in order to make your exhibits more inclusive.
Ethics of inclusion: Learning about the ethical considerations and challenges that arise when working towards inclusive practices in museums.
Intersectionality- understanding that people can belong to multiple marginalized groups: For example, being a woman of color, or LGBTQ+ and disabled - and acknowledging their experiences in museum spaces.
Multilingual Education: Providing education to visitors who communicate in other languages.
Universal Design: Adapting museum spaces, exhibits, and programs to accommodate all visitors, regardless of age, ability, or identity.
Sensory-Friendly Experiences: Catering to visitors with sensory sensitivities or disabilities by adjusting the exhibit's sound, light, and touch properties.
Diverse Representation: Providing representation of diverse cultures, races, genders, sexual orientations, socioeconomic statuses, and abilities in the museum exhibits.
Culturally Responsive Teaching: Adapting the museum content and approach to cater to visitors with diverse cultural backgrounds.
Community Partnerships: Building outreach partnerships with community groups around the museum to increase accessibility to museum experiences.
Active Learning: Offering interactive learning experiences that actively engage the visitor in the learning process.
Personalized Learning: Adapting museum tours, learning activities, and exhibits to visitor's identities, interests, and needs.
Collaborative Learning: Fostering a collaborative learning environment that allows for group discussion and idea-sharing.
Mobile Technologies: Supplementing museum exhibits with mobile device-based experiences that cater to visitors' diverse learning styles, interests, and identities.
"It is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life."
"The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities."
"[The goal] is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."
"Schools most frequently use the inclusion model for select students with mild to moderate special needs."
"Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"Student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others."
"The United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments."
"It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life."
"The idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."
"The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities."
"Schools most frequently use the inclusion model for select students with mild to moderate special needs."
"Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be a concern."
"A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights."
"Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human differences."
"Student performance and behaviour in educational tasks can be profoundly affected by the way we feel, we are seen and judged by others."
"The United Nations Sustainable Development Goal 4 recognizes the need for adequate physical infrastructures and the need for safe, inclusive learning environments."
"[The goal is] the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy."