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Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design
Author(s) -
RappoltSchlichtmann Gabrielle,
Daley Samantha G.
Publication year - 2013
Publication title -
curator: the museum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 8
eISSN - 2151-6952
pISSN - 0011-3069
DOI - 10.1111/cura.12030
Subject(s) - universal design for learning , universal design , computer science , learning design , design elements and principles , human–computer interaction , psychology , mathematics education , world wide web , software engineering
Following passage of the Americans with Disabilities Act of 1990 ( ADA ), many museums improved the accessibility of their facilities. Even so, individuals with disabilities still lag behind in participation and engagement in museum experiences. Universal Design for Learning ( UDL ) provides an alternate model for the design of museum programs and exhibit spaces, one that is more aligned to progressive concepts of disability, providing not only physical access but also access to engagement in learning. In this article we argue that UDL has the potential to substantially improve the design of informal learning environments. Through two illustrative examples, we describe how the UDL design guidelines can be used to improve the probability that engagement will occur as individuals interact with exhibits, programs, and people in museums.