Hladik, L., Meyer, R., Allen, S., Bonnici, S., Froelke, N. A., Romaniak, H. et al. (2022). Accessibility and Inclusion for Families with Children with Autism Spectrum Disorders in Cultural Institutions. Curator: The Museum Journal, 65, 435-449.
https://doi.org/10.1111/cura.12468

has been cited by the following article:

• TITLE: Neurodivergence and Inclusivity in Cultural Institutions: A Review of Theories and Best Practices

  AUTHORS: Piper Hutson, James Hutson

  KEYWORDS: Neurodiversity, Museums, Art Galleries, Cultural Institutions, Autism Spectrum Disorders (ASD), Autism, Accessibility

  JOURNAL NAME: Creative Education, Vol.13 No.9, September 30, 2022

  ABSTRACT: Whereas there has been increased attention paid to accommodations for neurodiverse populations in education and the workplace, the way cultural institutions—including museums, art galleries and other public collections—are able to support such an audience remains understudied. The educational support afforded by law for children with autism spectrum disorders (ASD) is prescriptive and includes Individualized Education Plans (IEPs) with educators trained in providing identified intervention strategies. At the same time, there havebeen no such agreed upon strategies to support the same population in public educational spaces, especially later in life as adults, who often go undiagnosed. This study seeks to reconsider the role of cultural institutions in serving the neurodiverse population beyond childhood and provide practical strategies to address their needs. Through programs that include staff training and programming that goes beyond “sensory days,” institutions can ensure that the educational opportunities afforded by their collections can support greater inclusivity and diversity.