Enriching the Public History Dialogue: Effective Museum Education Programs for Audiences with Special Needs

Abstract

Effective public history dialogue depends on all voices having adequate access to interpretation and experience set in historical and/or cultural environments. The dissertation explores programming developed specifically for secondary education students who have intellectual disabilities and other related cognitive and developmental disabilities. This study focuses on cultural institutions in the United States, ranging from a historic house museum in Smyrna, Tennessee, to such major institutions as the Museum of Modern Art in New York City. This dissertation investigates sensitivity and awareness training for museum staff. Central to the research is a case study at a local historic site with a special education class. From this case study, the author presents a model of best practices for museums to use in developing programming and welcoming an under-served population to their organization.