A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks.

Hayhoe, Simon

doi:10.5241/2f3-43

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…It appears that there is willingness among exhibition-space personnel to learn and be trained to better assist individuals with disabilities, particularly to make them feel more comfortable during their visits. Museum staff's training has previously suggested as a way to deliver multisensory services to individuals with disabilities [50].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, conforming to [49,50], the employees of a museum should also be aware and informed of the principles of accessibility because they have the main responsibility to preserve it in those environments. In the research conducted by the authors of [25], it was found that people who worked in museums had not received any training on accessibility facilities and policies.…”

Section: Inclusive and Accessible Museumsmentioning

confidence: 99%

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Spatial and Information Accessibility of Museums and Places of Historical Interest: A Comparison between London and Thessaloniki

Koustriava,

Koutsmani

2023

Sustainability

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Accessibility to the cultural heritage of museums is an inalienable right of all individuals. However, these places appear to be very unfriendly and unsustainable towards individuals with mobility, sensory, and cognitive difficulties, resulting in their exclusion from cultural heritage. The aim of the research was to examine the spatial and information accessibility in certain museums and places of historical interest in two culturally important European cities, London (Great Britain) and Thessaloniki (Greece). Fifteen museums in London and fifteen in Thessaloniki were visited and assessed thoroughly. The tools used were a) an extended checklist of accessibility criteria and standards developed in the context of the present research and b) a semi-structured interview. The results showed that the London museums are slightly more accessible than the museums in Thessaloniki, especially with reference to spatial accessibility. All participant museums should focus more on individuals with impairments other than physical/mobility since their main accessibility features appear to serve only mobility and navigation needs. Moreover, while the buildings of the recent past are more accessible, buildings that are listed or are themselves of historical interest are difficult to adjust. The results present which specific categories need to be urgently targeted and, thus, in which direction any corrective action towards accessibility should be placed. These findings are of great interest for all stakeholders in cultural accessibility and social inclusion.

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Section: Discussionmentioning

confidence: 99%

Section: Inclusive and Accessible Museumsmentioning

confidence: 99%

Spatial and Information Accessibility of Museums and Places of Historical Interest: A Comparison between London and Thessaloniki

Koustriava,

Koutsmani

2023

Sustainability

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“…(Argyropoulos & Kanari, 2019;Golden & Walsh, 2013;Golding, 2012;Hooper-Greenhill, 2007;Melber & Brown, 2008;Pearson & Aloysious, 1994). Other researchers stress the importance of school visits in museums in relation to children's right for equal access to arts and culture and the enhancement of inclusive education and social inclusion (Aggelidis & Avraamidou, 2011;Hayhoe, 2013;Kanari, Argyropoulos & Filippatou, 2017;Spandagou, 2011). Thus, the collaboration between museums and schools as well as the development of various networks and forms of cooperation is very important (Argyropoulos & Kanari, 2019;Argyropoulos et al, 2017;Argyropoulos, Nikolaraizi, Chamonikolaou & Kanari, 2016;Hayhoe, 2013;Kanari, 2015;Kanari & Vemi, 2012;Pearson & Aloysious, 1994;Rosenberg, Schroder & Wheelock, 2003).…”

Section: Schools-museums Relationship and The Benefits For Children With Disabilitiesmentioning

confidence: 99%

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Kanari

Souliotou

2020

EJAE

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In recent years there is an increasing interest about STEAM (Science, Technology, Engineering, Arts & Mathematics) model in education. STEAM is a cross-disciplinary approach which breaks down the barriers among disciplines, offers a dynamic character in teaching and sheds light on various aspects of the aforementioned parts of STEAM equation with multiple benefits for all children including those with disabilities. Furthermore, the increasing interest and the development of museum educational programs for school groups provide unique opportunities in STEAM education that are not available in schools. The museum as nonformal learning environment and its exhibits, the qualitative characteristics of learning and the wide range of the expected learning outcomes enrich the design and implementation of STEAM educational programs providing meaningful learning experiences for all children. The present paper refers to a cross-disciplinary approach which connects STEAM education, Museum Education and Special Education for the design and implementation of an educational program for a school group of children with disabilities. The educational program “Making mosaics with bricks and colors” was based on a. the STEAM approach, b. the characteristics of learning in the museum, c. the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL), and d. the unique characteristics of a thematic technological museum for the industrial heritage in Greece where the educational program took place. Based on the experience of the implementation of the educational program and the qualitative data of the evaluation of the program, it is argued that STEAM education as well as collaborations between different specialists and between schools and museums provides meaningful learning experiences to all children including those with disabilities. Article visualizations:<img src="/-counters-/edu_01/0653/a.php" alt="Hit counter" />

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“…T he motivation for the study was to develop collaborative learning using tablet technologies, along the same lines as previous tuition of mixed sighted and blind groups [1], support of blind students in higher education [2], and support of students with disabilities with similar technologies [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a collaborative photography workshop using the iPad 2 as an accessible technology for participants who are blind, visually impaired and sighted working collaboratively

Hayhoe

Pena-Sanchez

Bentley

2017

2017 14th IEEE Annual Consumer Communications &Amp; Networking Conference (CCNC)

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A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks.

Abstract: Original citation:Hayhoe, Simon (2013) A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks. Journal of blindness innovation and research, 3 (2).

Cited by 4 publications

References 14 publications

Spatial and Information Accessibility of Museums and Places of Historical Interest: A Comparison between London and Thessaloniki

Spatial and Information Accessibility of Museums and Places of Historical Interest: A Comparison between London and Thessaloniki

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Evaluation of a collaborative photography workshop using the iPad 2 as an accessible technology for participants who are blind, visually impaired and sighted working collaboratively

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