Visitors With Intellectual, Learning or Developmental Disabilities

Background

People with learning, intellectual and developmental disabilities perhaps are the subject of the most pity, misunderstanding and judgment. While it is relatively easy to understand that someone can’t see, hear or move well, or even why older people may decline mentally, it is harder for many people to grasp why a certain person doesn’t think, learn or act the same way they do. People with learning, intellectual or developmental disabilities are often teased and have been misunderstood even by their parents and teachers. This entry will give a brief (and admittedly simplified) introduction to these kinds of disabilities, but there are so many varieties that this discussion is by no means comprehensive. Please see Sources for more information.

“Intellectual disability” was previously referred to as mental retardation and is a kind of developmental disability. Someone with such a disability is significantly limited in intellectual functions and adaptive behaviors, the latter of which includes many practical, conceptual and social skills. Down Syndrome is one example of an intellectual disability. This condition comes in various forms and different levels of severity.

A “learning disability” is different from an intellectual disability. People with learning disabilities have a neurological disorder that affects the way their brains receive, process, store and respond to information. These differences can affect academic and social behavior. The following are some common types of learning disabilities:
- Dysgraphia: difficulty writing
- Dyspraxia: difficulty with fine motor skills
- Dyslexia: difficulty reading
- Dyscalculia: difficulty with math
- Dysphasia: difficulty with language
- Auditory Processing Disorder: difficulty hearing differences between sounds
- Visual Processing Disorder: difficulty interpreting visual information
- Problems with Executive Functioning: difficulty connecting past and present (and thus managing time, making plans, keeping track of multiple things)

Some conditions, such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism, are not the same as the learning disabilities above and have been referred to as anything from an intellectual disability to a developmental disorder. ADD and ADHD often manifest in inattentiveness, hyperactivity and/or impulsivity and affect 3-5% of school-aged children. Autism affects the brain’s development of social and communication skills. There are many degrees of characteristics along the Autism Spectrum, which, according to some, includes the high-functioning form Asperger’s Syndrome. Autistic children often have trouble with pretend play, social interactions, and verbal and nonverbal communication. In addition, autistic children may become distressed when a routine changes, have heightened or low senses of sight, touch, taste, sound or smell, develop language slowly if at all, and have trouble making friends.

Considerations

Museums and their exhibitions must be accessible to visitors with multiple intelligence levels and ways of learning. One strategy to help accomplish this goal is to have a set path through an exhibition. Consistent elements such as a theme, landmarks, or a story line will give the exhibition continuity and help visitors with learning or intellectual disabilities to understand it. If the exhibit does not lend itself to a clear path, a museum can use handouts or wall text to underline such a course. These elements help visitors follow complex ideas. To achieve these ends, labels should be clear and concise. An introductory text panel could present a symbol that will be consistent throughout the exhibit, highlighting or asking questions about thematic points.

One of the best ways to make an exhibition easily understood by all visitors is to present the content in ways that engage as many senses as possible. In earlier posts, we discussed the needs of visitors who are blind or have low vision and visitors who are deaf or hard of hearing. The former needs information presented in auditory or tactile formats and the latter requires content presented visually. By supplying all of the above, the museum not only accommodates the visitors with the aforementioned challenges but also visitors with intellectual, learning or developmental disabilities. One of the best strategies to reach the majority of visitors is to present an exhibition’s content in as many ways possible, engaging multiple senses. By presenting important or interesting points in multiple ways, it is more likely that the visitor will internalize what they learned at the museum.

However, it is important to keep in mind that some people may be disoriented or have trouble concentrating with too many competing media. To solve this problem, the museum can design an exhibit with noisy and quiet areas and also provide headsets or ear phones to isolate the sound. As such, visitors can benefit from content presented in multiple ways while still being able to focus. For many visitors with intellectual, learning and developmental disabilities, active participation, manipulation and demonstration are much more effective educational tools than simple verbal presentation. Virtually everyone learns best by experience and it is no exception here.

There are some specific considerations to keep in mind when providing programs for intellectually disabled visitors:
- Be very transparent about rules at the beginning
- Provide a floor plan
- Select areas without too much audio or visual distraction to make concentrating easier
- Allow extra time during transitions
- Do not be discouraged if a visitor chooses not to stay with the tour
- Be confident, enthusiastic and encourage participation
- Communicate directly to an intellectually disabled visitor
- Treat the adults like adults
- Remind visitors that objects are fragile
- Make sure to present the content in an easily understood format
- Build upon specific information to come to more general conclusions
- Summarize frequently
- Present content with visual aids to demonstrate key points

For a program for visitors with learning disabilities:
- Keep the group small
- Shorten the tour
- Establish rules from the beginning
- Map out a simple route
- Be transparent about the structure of the program (advance organizers!)
- Select well-organized exhibits with easily legible signs and labels
- Take a multi-sensory approach using visual aids and touchable elements
- Speak clearly and at a normal pace
- Minimize the use of reading or writing during the program; rely more on discussion
- Avoid distractions
- Explain any difficult terms clearly and carefully
- Always avoid embarrassing the disabled visitor

Remember that these are general guidelines and suggestions. There is no one definition of a visitor with an intellectual, learning or developmental disability. Do your best to read your audience and tailor your program to your current visitors.

Case Study

The Metropolitan Museum of Art in New York City has a program called “Discoveries” for children visitors with learning and developmental disabilities and their families. Participants may have anything from Down Syndrome to Autism and many things in between. The programs require reservations and the Met keeps the groups small.  Upon reservation, an employee usually asks “Can you tell us more about your child?” but they cannot ask what disability a child has. The program consists of a short thematic gallery tour and then an art activity in a classroom. The employees use a routine, meeting in the same place and introducing the participants and the topics to be discussed. Although there are always newcomers, there are some participants who have been coming to the program for 20 years and thus a community has formed.

The key to the program is being flexible. The educators tailor the program to whoever is present and, by observing and conversing with the visitors, can decide how much or how little information to give. Another example of flexibility is returning to the classroom early if a visitor has a meltdown in the galleries. The educator is always responsive to the comfort and needs of the participants. The educator we spoke with said that making the content accessible and the program enjoyable for visitors of all ages and abilities is challenging but fun. The program leaders accomplish this by engaging multiple senses and promoting inquiry. They have used touch and scent in addition to sight and hearing. Only taste remains unexplored due to gallery regulations. The program even involves theater and acting at times. To promote inquiry, educators ask open-ended questions, encourage the participants to ask questions of their own and to engage in conversations.

Where do we go from here?

What more can we do? How can we further serve visitors with intellectual, learning and developmental disabilities? Content accessibility seems to be the last piece of the puzzle. Most museums can meet minimum standards allowing accessibility for mobility, vision and hearing impaired visitors. Do we focus enough on content accessibility? What more can we do to serve this audience?

Sources
American Association of Intellectual and Developmental Disabilities
National Center for Learning Disabilities
HelpGuide.org
US National Library of Medicine: ADHD
US National Library of Medicine: Autism
The Metropolitan Museum of Art