Author(s)

Piper Hutson, James Hutson

Department of Art History and Visual Culture, Lindenwood University, Saint Charles, MO, USA.

Whereas there has been increased attention paid to accommodations for neurodiverse populations in education and the workplace, the way cultural institutions—including museums, art galleries and other public collections—are able to support such an audience remains understudied. The educational support afforded by law for children with autism spectrum disorders (ASD) is prescriptive and includes Individualized Education Plans (IEPs) with educators trained in providing identified intervention strategies. At the same time, there have been no such agreed upon strategies to support the same population in public educational spaces, especially later in life as adults, who often go undiagnosed. This study seeks to reconsider the role of cultural institutions in serving the neurodiverse population beyond childhood and provide practical strategies to address their needs. Through programs that include staff training and programming that goes beyond “sensory days,” institutions can ensure that the educational opportunities afforded by their collections can support greater inclusivity and diversity.

Neurodiversity, Museums, Art Galleries, Cultural Institutions, Autism Spectrum Disorders (ASD), Autism, Accessibility

Hutson, P. and Hutson, J. (2022) Neurodivergence and Inclusivity in Cultural Institutions: A Review of Theories and Best Practices. Creative Education, 13, 3069-3080. doi: 10.4236/ce.2022.139193.