Module 7. Case studies – Real examples (social stories)

Introduction

Human beings are diverse, we have different abilities and disabilities. Above all, we all have the right to be welcomed in any space of our interest. To enjoy culture. To get knowledge. To share a pleasant moment with the people around us.

Access to culture without discrimination is a right. The Universal Declaration of Human Rights states it. As well as the Convention on the Rights of Persons with Disabilities. Despite this, persons with disabilities very often find themselves excluded from society. For example, in a cultural space, they are not able to visit it in the same way as the majority of society does. This is because of the lack of access to venues, services or content.

Museologists worry about this issue since immemorial times. Thus, for a museum, the challenge is to cater its services to a vast diversity of people and needs. Accessibility in museums covers a vast variety of features and services. For example, loop induction systems in places like the information desks. There, people with hearing aids (sensory disability) can understand the staff of the venue.

Accessibility makes spaces easier to navigate for all people. Providing the necessary information for the planning of a visit to a museum is one example of this. The name for this is “Accessibility Chain” (see Annexe 1). Through this module, we will give you examples of good accessibility practices. Also, the module includes exercises to help you create your own resources.

What?

Chain of Accessibility

People with disabilities need to know if they can arrive at the museum easily. For example, an accessible public transportation route. Also, they need to know if the museum has adapted facilities. For instance, facilities with adapted toilets. Another thing they consider before they visit a museum is the services it provides. Such as staff that knows Sign Language.

The British Museum’s website (London) is a great example. It contains all the elements of the Accessibility Chain. Not only the museum has a big array of accessible features and services for everyone. The “Accessibility at the Museum” section of the website has detailed information for people with disabilities. This makes it easy for them to plan their visit in advance. But also, get to the museum, visit it and leave without problems.

Social Stories

For people on the autism spectrum (ASC) a new situation can be an overwhelming experience. “Social Stories” are a useful tool. They prepare a person with ASC to handle a social event or situation. They also help the person understand how others might behave. Even how they need to respond in a particular situation. Here is an example:

San Diego Natural History Museum (The Nat) Social Story

Accessibility practical case

Let’s reflect.

Case 1: Daniel sees a poster on the street. The poster is about a new exposition at the science museum. It is important to note that the museum is over a hill and he is a person with reduced mobility. He looks on the website to see if the museum is accessible and finds out that it is but there is a problem. There is no information about the established public transportation route. Then, he looks on Google Maps and sees that the bus stop is at the bottom of a slope. Because he was unsure if he could get to the museum door, he did not go to the museum.

Found difficulty: The museum itself is accessible for people with reduced mobility. The outside premises are not. People with reduced mobility who get to the museum by public transportation are unable to get to the museum safely.

Mention some alternatives to solve the problem: ______________________________

How?

Now it is your turn! – Create your own Social Story tailored to your reality.

A social story should have the following elements:

• title;
• introduction;
• body;
• conclusion

Register

A Social Story should be written in a language that is gentle and encouraging. To calm, prepare and coach the person when confronting the situation. Also, the script should be written in an easy-to-read format.

It should contain descriptive sentences that provide context. This means it should answer the following questions: where, when, who, what, how and why?

Here is an example of a descriptive sentence:

• “We are going to the Autry Museum of the American West. When we see the big orange building with white letters, we know we are there!”
• “Why are purses OK to carry in the museum and backpacks are not? Because you can easily bump into the art with a backpack without meaning to. The museum wants you to be able to look at the art, but they need to protect it, too.”

A gentle and encouraging sentence should guide the person, for example:

• “Make sure you have all of your belongings when you leave.”
• “Keep your sticker on if you plan to return to the museum that day.”

Tools:

Hemingwayapp.com – It is a writing and editing tool. It helps you improve your writing and adapt it to an easy-to-read format.

Easy Read guide

Examples:

San Diego Natural History Museum – The Nat | Social Stories (sdnhm.org)

Autry Museum – Social Stories | Autry Museum of the American West (theautry.org)

Resources:

Museums for All – An easy-to-use search engine. The website helps potential visitors to compare information from different venues. It helps people follow the chain of accessibility.

Call to action

Exercise 1

As said before, when planning a visit to a museum people should be able to find information in an easy manner (Chain of Accessibility).

Find two examples of websites. One that gives enough information so that a person with a disability can follow the Chain of Accessibility and another that does not.

Examples:

• The accessibility webpage gives plenty of information about the services of the museum. Click on the link to see: Accessibility | Museu Nacional d’Art de Catalunya
• In this case, the “play your visit” webpage of this website does not give enough information about the accessible services. Click on the link to see: Moco Museum

Now it’s your turn to find two examples like this.

Annexe 1