Perceptions of Inclusion in an Informal Education Setting

Abstract

Abstract Informal education settings are spaces where learning takes place outside of formal classrooms and include museums, zoos, and science centers. People with intellectual and developmental disabilities (IDD) continue to experience barriers to inclusion in such community spaces. This study investigated stakeholder perspectives on inclusion at a children’s museum. Thirteen stakeholders, including families with and without children with IDD and staff members, were asked, “What does inclusion at the children’s museum look like?” Participants then engaged in group concept mapping and multidimensional scaling and hierarchical cluster analysis were used to analyze the data. A seven-cluster solution was obtained reflecting the themes of inclusive learning, representation and inclusion, physical accessibility, targeted accommodations, supportive staff, universal design, and functionality. Ideas from the concept map may support informal education settings in designing inclusive spaces and experiences for people with IDD.