Inclusive Environment for Working with Children with ASD Organisation Problems in Different Types of Museums

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Abstract

Museums today play a pivotal role in creating an environment that follows principles of social inclusion and is accessible for individuals with disabilities including museum visitors with autism spectrum disorders (ASD). Extracurricular activities are an integral part of comprehensive support for children with ASD that require coordinated efforts of museum professionals, psychologists, and educators. However, museum professionals may lack information about autism and appropriate approaches. The Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders at MSUPE studied this process by conducting a survey about the availability of resources for accommodating individuals with ASD as independent visitors as well as participants in museum programs. The results of the survey attest to a high level of engagement of museum community in creating provisions for visitors with ASD in addition to the demand for consulting centers that would facilitate development of appropriate tools. We present a project that has introduced “social narratives” as an instrument for ASD in a setting that can serve as a model for such a center.

General Information

Keywords: museum, inclusion, autism spectrum disorders, visitors with ASD, research, social story

Journal rubric: Workshop and Methods

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2021290406

Funding. The reported study was funded within the framework of the state assignment of the Ministry of Education of the Russian Federation, project No. 073-00041-21-05 “Comprehensive support of children with ASD based on an evidence-based approach”.

Received: 05.10.2021

Accepted:

For citation: Davydova E.Y., Khilkevich E.V., Khaustov A.V., Davydov D.V., Sorokin A.B. Inclusive Environment for Working with Children with ASD Organisation Problems in Different Types of Museums. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2021. Vol. 29, no. 4, pp. 95–110. DOI: 10.17759/cpp.2021290406. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Evgeniya V. Khilkevich, PhD in Political Science, head of social-cultural integration branch, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5552-1215, e-mail: hilkevichev@mgppu.ru

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Denis V. Davydov, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0003-0993-3803, e-mail: davydovdv@mgppu.ru

Aleksandr B. Sorokin, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Scientific Consultant, Pushkin State Museum of Fine Arts, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4148-6719, e-mail: sorokinab@mgppu.ru

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