PRACTICES TO CLOSE THE DISABILITY ENGAGEMENT GAP FOR PEOPLE WITH THE AUTISM SPECTRUM DISORDER IN NATURAL HISTORY MUSEUM SETTINGS

Many of the first contacts with geociences by the public are with science presented in a museum setting. However, crowded, loud, and sensory dense natural history museums can create an engagement gap with respect to people with the Autism Spectrum Disorder (ASD) because they are less likely to visit a museum or visit less frequently. Even the simplest changes to exhibit and other public spaces, such as reducing light levels, reducing or eliminating sounds, and restricting crowd sizes, all contribute to the creation of a beneficial sensory environment. Avoidance of extensive amounts of bright white and red colors in public areas (and in staff clothing) can help to reduce their triggering effects. Programs should provide sensory rooms or spaces that serve as a quiet, calm retreat. One key component is providing adequate information prior to any visit, including a sensory map of the museum (along with well marked access to toilets and sensory room), times when the museum is not crowded, and a social story about visiting the museum and its exhibits (highlighting any potentially stressful parts of the exhibits or events). Optimal programs for those with ASD can provide exclusive (at least partial) museum access by opening early or later than normal hours (an hour or two) for a limited number of pre-registered families with members with ASD. The exclusivity of a autism event allows families to be comfortable in an understanding environment free from judgment, and free to explore at their own pace, participating in the direction of their interests. In addition, (weighted) sensory backpacks can be provided to visiting families (when requested), and they should include a variety of items such as noise cancelling/reduction headphones, squishy toys, fidget spinners, and other items to relieve stress. Do not set low expectations for visitors with ASD. Only adjust the setting and the approach, not the scientific content or activities. People with ASD are active participants, not just observers. Make programs for ASD (and other non-physical disabilities) integral to education programs with associated training across the staff, and thus not reliant on a single person or position. While outside funding may help initiate ASD programs in a museum, they should not be considered as separate from the normal education budget and operations of a museum.