The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums

Argyropoulos, Vassilios; Kanari, Charikleia

doi:10.1007/978-981-13-5962-0_7

Cited by 5 publications

(20 citation statements)

References 25 publications

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“…These issues are of particular importance for all children including those with disabilities. The complementary role of museums and nonformal learning environments in formal education and the conjunction of Museum Education and Special Education constitute a cross-disciplinary research field with multiple aspects related to education, learning, educational and social inclusion (Argyropoulos & Kanari, 2019;Kanari, Argyropoulos & Filippatou, 2017;Kanari, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The aspects of this role include, among others: the connection of school visits in museums with the curriculum or across the curriculum; teachers' priorities and perceptions; their role with regards to pre-visit activities; the collaboration with the museum staff; issues of teachers' training in Museum Education, etc. (Argyropoulos & Kanari, 2019;Black, 2005Black, , 2012Griffin, 2007;Hooper-Greenhill, 2007;Kanari, 2015;Nikonanou, 2010;Vartiainen & Enkenberg, 2013;Vemi & Kanari, 2008).…”

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

confidence: 99%

“…Furthermore, over the past decades the educational role of other institutions (e.g. museums) has been a topic of intensive research and relevant practices (Argyropoulos & Kanari, 2019;Black, 2012;Griffin, 2007;Hooper-Greenhill, 2007;Kanari, 2015;Nikonanou, 2010;Vartiainen & Enkenberg, 2013). STEAM as well as STEM (Science, Technology, Engineering & Mathematics) education is not provided only in formal education, but also out of the school in nonformal learning environments including museums, science centers, etc.…”

Section: Introductionmentioning

confidence: 99%

“…The inclusion of this practice makes learning accessible for any student with a disability". In addition, the role of nonformal learning environments in the education of children with disabilities, as for example museums, has been stressed by many researchers who underline the multiple benefits for children with various disabilities and in relation to different education domains (Argyropoulos & Kanari, 2019;Golding, 2012;Hooper-Greenhill, 2007;Kanari, 2015;Lurio, 2016;Pearson & Aloysious, 1994;Shelley, 2015). However, in order to respond to the heterogeneity of students' population, including those with disabilities and/or special educational needs, it is crucial to adopt and implement principles and practices of theoretical frameworks that have been developed in order to provide to all learners opportunities for equal access and engagement in the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…Such theoretical frameworks are Differentiation Instruction (Gregory & Chapman, 2007;Tomlinson, 2001) and Universal Design for Learning (CAST, 2018). Principles of these theoretical models are both used or should be used not only in formal educational settings but also in nonformal learning environments (Argyropoulos & Kanari, 2019;Fletcher, 2013;Nikolaraizi, Kanari & Marschark, 2020;Rappolt-Schlichtmann & Daley, 2013;Shepherd, 2009). The present paper draws on the aforementioned educational theoretical approaches and practices.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Literature Reviewmentioning

confidence: 99%

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

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Self Cite

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Surviving Covid-19: what museums and cultural institutions can do to attract cultural tourists and get through the pandemic

Palumbo

2022

Int Rev Public Nonprofit Mark

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Expanding Accessibility: Sensory Sensitive Programming for Museums

Schwartzman¹,

Knowles²

2021

Curator The Museum Journal

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Museums in the US have a responsibility to provide accessible facilities stipulated by the American with Disabilities Act (ADA). Unfortunately, programming adjustments beyond physical accessibility is generally an emerging consideration or only implemented in large, established institutions. Although some museums have implemented disability‐specific programming, focusing on more universal challenges of access (e.g., sensory needs) can increase accessibility in a museum of any size and budget. The following manuscript presents an example of a small science museum in a mid‐size city and the development and implementation process of innovative sensory‐sensitive programming for community members with disabilities and their families. By addressing a common characteristic that spans across different disabilities, the Sensory Sensitive Program (SSP) was successfully implemented and attended by a diverse array of community members. Feedback from patrons attending the pilot event is reported and used to inform the iterative development process for the program. Considerations for future implementation of SSP are provided.

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The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums

Cited by 5 publications

References 25 publications

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

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

Surviving Covid-19: what museums and cultural institutions can do to attract cultural tourists and get through the pandemic

Expanding Accessibility: Sensory Sensitive Programming for Museums

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