Visitors with Learning Struggles

I thought this article was very intriguing, because as academics going into the museum world, we cannot expect that most of our visitors will have the same education or comprehensive level. The author of this blogpost from the Center for the Future of Museums presents the importance at developing curriculum based upon generalized information—age, grade-level, developmental stage, curriculum standards, and other demographics. But “as Dr. Todd Rose, Director of the Mind, Brain, and Education Program at Harvard University and President of the Center for Individual Opportunity says, “’if we have designed learning environments [or experiences] based on average, the odds are we have designed them for nobody.’” I found this interesting because this is not how most museums go about education planning, but it would really help to do so for the future of young learners. If they don’t feel their brain belongs in a museum, they won’t feel that they belong in a museum.

The author provides basic ways in which museums can go about implementing these changes in education:

  • Represent information.
  • Engage with material.
  • Act upon material and show what they know

I think this is a good place to start for museums, and would really benefit a wider range of learners, thereby creating thinkers throughout a museum and community.

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