Reframing Attitudes and Habits: Strategies for Facilitating Learning in Museums Among Students with Disabilities
The majority of students with disabilities are often placed in special classes at formal schools where it is anticipated that they will get additional attention. When field excursions to heritage institutions are organized, students with disabilities are usually left behind, or those who manage...
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| Format: | journal article |
| Language: | English |
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The Museum Scholar
2023
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| Online Access: | https://cris.library.msu.ac.zw//handle/11408/5341 |
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| Summary: | The majority of students with disabilities are often placed in special classes at formal schools where
it is anticipated that they will get additional attention. When field excursions to heritage institutions are
organized, students with disabilities are usually left behind, or those who manage to be part of school field
trips fail to effectively learn due to various barriers. This study examines the effectiveness of national
museums in Zimbabwe in facilitating learning of curriculum content among primary school students with
disabilities. This study employed qualitative and phenomenology research approaches. Data was solicited from
320 primary school students with disabilities, eighteen schoolteachers, five museum directors, five museum
curators, two display designers, and eight museum tour guides. The study revealed that students with
disabilities face attitudinal, physical, and intellectual barriers in accessing national museums for educational
purposes. It is concluded that they are few opportunities for students with disabilities to learn curriculum
content. Therefore, there is need for museums to embrace an inclusive ethos that include reframing attitudes
and habits, develop accessibility policies and facilities in-order to champion the educational and cultural rights
of students with disabilities as well afford opportunities to learn curriculum content. |
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