NEURODIVERSE ACCESSIBILITY IN PALEONTOLOGY: ADULT DAY PROGRAMS, EXHIBIT DESIGN, AND SELF-ADVOCACY (Invited Presentation)

Neurodiverse or special needs audiences can be counted among some of the most enthusiastic paleontology aficionados, yet few resources exist that directly bridge paleontology education with the diverse learning needs of these audiences. Museum exhibit efforts such as enlarged text panels, auditory devices, and special museum hours that limit harsh lighting and excessive noise have begun to pave the way for true inclusion and accessibility for special needs science learners in a public forum. But what support can we provide for special need audiences and their ongoing caretakers and educators who desire a rich science education experience, but may not have access to the resources or teaching materials in their everyday school or life skills workplace? What about learners who struggle with reading text panels, require tactile components of exhibits, or appreciate digital media to fully understand a museum component or a fossil’s importance?

In summer 2019, a proof-of-concept pilot study brought interested special needs adults into exhibit design process for a paleontology museum exhibit in their workplace. Interested students who assisted in constructing and curating the jewelry case exhibit advised the authors on how best to communicate important exhibit aspects, including exhibit verbiage and geologic divisions of the shelves. Augmented reality components were beta-tested with the exhibit case to enhance inclusion for non-verbal or non-reading learners. All project components were overseen by day program supervisors.

Building off of the proof-of-concept pilot, both authors have continued to develop hands-on and digitally enriched paleontology activities designed for special needs and neurodiverse learners spanning from young students to adult life skills workers. A key component of these projects, which incorporate augmented reality as well as physical exhibit space, is to ask neurodiverse people what works best for them and allowing self-advocacy in inclusive exhibit design. One of the co-authors in this project (KL) is a member of the neurodiverse adult day program, and has been instrumental in helping to guide the self-advocacy component of the project, along with her peers and coworkers at the day program. By providing guidance and materials for special needs adults and their educators to self-advocate on their own specific needs in science education, we can become even more inclusive of diverse audiences at our museums, science centers, universities, and schools.