Project Kickstart - Plan to Act! 

A Reflective Project Diary | FMP

Introduction

 

The final major project aims to engage in the significant research-led project in which the emphasis is on defining, analysing, and developing a focused approach to user experience design.

As an individual selection of project brief, my interest lies in : Building experiences for the Museum Sector.

 
 

Why the museum sector?

The idea of working for the museum sector came to my mind from my past project for V&A Museum, London. Overlooking at the expertise and experience of the museum may help people decide their visit. Another factor of the museum sector was the value of time of an individual who wants to visit the museum online/onsite. Therefore I proposed questions like

  • How can users who give time be rewarded? What constitutes value?

  • Also, considering their emotions - how do they feel before and after a visit to a museum?

    For developing further thoughts on the subject, I had conversations with my tutors on the scope and challenges for the brief. While undergoing the idea I decided the area of interest to map out where can I have the focused group. I had three ideas to talk about.

  • Providing a critical framework for moving toward innovative solutions for museums.

 
Screenshot 2021-09-30 at 2.30.38 PM.png

Image: Brainstorming of three Ideas to start on!

 
 

Assembling Team 🤝 Talking with peers in classroom discussions got me to find two of my batchmates to collaborate on the same topic interest. Svaney has expertise in product design background and Zhaolu is an architect graduate with an interest in physical spaces.

For working I favour effective team collaboration, it encourages me to take ownership of our work and lead in giving design deliverables. In order to create shared understanding, partners conduce to exchange varied design thinking processes.

 
 

The first stop on our Roadmap is a visit to museums in London. Watch a glimpse of it in the video here.

 
 
 

What we observed ⤵

Our focus was from point of view of different kinds of audiences and what are the interactions involved with the physicality of objects and technologies used for the interactions with artefacts.

 
 
 

INITIAL PROJECT PROPOSAL | FMP

Design a multisensory museum experience for children with mild learning disabilities (Autism) in the aspects of learning and socialization.

How did my interest in people with special needs begin?

While undergoing a weeks observation on people visiting museums and the journey I encountered a child with special needs wanting to learn but couldn’t capture the exact moments in the natural history museum, my mind was in those thoughts for a long. I was unknowingly notifying how much effort a parent has to put in to make his child feel relaxed and understood at a museum. Do they even enjoy coming to museums? Now What if, there is a help which is accessible and playful? And why not? help those who learn and think differently. Museums is definitely a place for every kid to discover their potentials, take control, find community, and stay on positive paths along each stage of life’s journey.

All these thoughts made me more intrigued towards knowing about current scenarios of museums and exhibitions happening for children with autism and other neuro-disability.

 
 
 

Purpose

As we realise in our day to day life how we learn through senses like touching/seeing/hearing, we envisioned creating a user-design output that could be understood easily and make autistic people feel welcomed while visiting museums. Autism spectrum disorder (ASD) is a condition that affects how an individual encounters the world differently. Each life path is unique, but we all pass through meaningful life stages – even those who learn and think differently. Despite their challenges faced at critical moments, we can help them become more relaxed and flexible in letting them move forward.

Approach

To enable this purpose-driven objective of making meaningful changes in museum visits to bring their learning and socialisation into momentum, we gave our thoughts on creating Sensorial+Tactile+Accesible+Understood Concept to stimulate and challenge their senses towards enhancing their thinking and engagement with the world on a deeper level.

 

How will it made practical?

Our target group: focusing on a particular subset of people who are differently-abled, children with Autism Spectrum Disorders (ASD). By putting a structure in place and providing an easy comfortable experience for them which could be used by museums to create their own viable programs.

We aspire to get in contact with Museum operators/managers/volunteers, Educators and institutions working for change in the life of ASD individuals. Building research through directed storytelling, live observation and workshops. We will communicate with our mentors, classmates, creative technology lab technicians, and others to fill in the gaps in our concept construction.

The existence of this concept building for creating a system could be placed in any institute of learning, either it is museums/exhibitions/galleries/workshops.

Outcomes

  • Technology-embedded multi-sensory environments

Multimodality approach (an inter-disciplinary approach that understands communication and representation to be more than about language)

  • Explorer interactive activity (a playful space)

  • Remote learning experience (toolkit)

 

Roadmap to keep going! 🤸🏼

 

Keywords: Experience Design | Multi-Sensory Experience | Special Needs | Universal Design Learning

 

References Lists

https://www.autism.org.uk/advice-and-guidance/what-is-autism

https://www.autisminmuseums.com/re-imagine-improving-access-to-the-arts-galleries-and-museums-for-people-with-learning-disabilities-new-report/

https://www.multisensoryenvironments.com/

https://vimeo.com/136330123

http://www.lauramalinverni.org/author/admin/page/2/

https://www.museums.cam.ac.uk/blog/2020/10/01/engaging-children-and-young-people-with-special-educational-needs-and-disability-send-virtually-through-lockdown/

https://taubmancollege.umich.edu/research/research-through-making/2015/social-sensory-surfaces

 
 

Understanding Autism.

 
 

Aim of Project - Crafting a purpose-driven experience for Autistic children to visit Museums.

 
 
 

Introduction to Autism

The term "autism spectrum disorder" is a developmental disorder marked by persistent difficulties in social communication and interaction, as well as confined and repetitive patterns of behaviour, interests, or activities. The autistic features were first observed 75 years ago when Leo Kanner coined the term “autism”. It took 36 years for Kanner’s “infantile autism” to be formally recognized by the American Psychiatric Association in the third edition of the Diagnostic and Statistical Manual (APA, 1980; Kanner, 1943; The history of autism, 2021)


What Autism Can Look Like?

For a better understanding of what autism looks like and what the term "spectrum" means  I totally wiped the websites like National Autistic Society and Autism Speaks. According to the umbrella term Spectrum, some persons have only a few or mild symptoms, while others have many or severe symptoms.

Autism itself is not a mental health problem, although autistic people experience mental illnesses at higher rates than neurotypical people.

Autism expert Dr. Stephen Shore, who is on the autism spectrum himself, says, “Once you’ve met one person with autism, you’ve met one person with autism.” In other words, the elements that make-up autism can be and are differently combined in every person on the spectrum. The video I've included below is a really instructive example by Rebecca Burgers on how to grasp the characteristics of people on the spectrum.

 

Image captured from Comic by Rebecca Burgees

 

What are the signs and symptoms?

 

Watching Documentaries are one of my favourite activities to do. I enjoy learning about diverse cultures, people's perspectives, and world experiences. I wanted to do thought-provoking user study by researching documentaries on Autism. I discovered two documentaries for my team to view.

Qualitative Research through Documentary Films

The first documentary I saw was The Reason I Jump (2020 film), which is based on the bestselling novel THE REASON I JUMP by Naoki Higashida. "Not being able to speak does not mean there is nothing to say," Naoki's central message in the film was from his own and non-speaking autistic people around the world. The documentary clearly causes a shift in perspective.

Another documentary, "Best Kept Secret," is told from the perspective of a Newark special needs schoolteacher. She trains her autistic students to thrive in the harsh world that awaits them after graduation.


Going through the works of other filmmakers and animators, the next video is an outstanding descriptive animation movie clip on autism that you should watch by Miriam Fox, an award-winning British animator and filmmaker.

Learnings

The major conclusion from the research into the scope of developing a museum experience for neurodiverse children is understanding their point of freedom to feel comfortable in their surroundings, assisting them with their sensorial issues, and generating curiosity about the visit without setbacks.

“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” (Maya Angelou)

 

Research

  • (What Is Autism? | Autism Speaks, 2021)Autism Speaks. 2021. What Is Autism? | Autism Speaks. [online] Available at: <https://www.autismspeaks.org/what-autism>

  • MQ Mental Health Research. 2021. Elucidating the relationship and co-evolution of sensory reactivity and mental health symptoms in autism | MQ Mental Health Research. [online] Available at: <https://www.mqmentalhealth.org/research/elucidating-the-relationship-and-co-evolution-of-sensory-reactivity-and-mental-health-symptoms-in-autism/>

  • Ambitious about Autism. 2021. Special interests. [online] Available at: <https://www.ambitiousaboutautism.org.uk/information-about-autism/behaviour/special-interests>

  • Mim-fox.com. 2021. [online] Available at: <https://www.mim-fox.com/>

  • Thereasonijumpfilm.com. 2021. ABOUT THE FILM – the reason i jump. [online] Available at: <https://thereasonijumpfilm.com/about/>

  • Autism.org.uk. 2021. The history of autism. [online] Available at: <https://www.autism.org.uk/advice-and-guidance/what-is-autism/the-history-of-autism>

 

Surveys + Meetings + Learnings

 

Aim of Project - Crafting a purpose-driven experience for Autistic children to visit Museums.

Now that our desktop research has provided us with insights and basic knowledge about ASD, we are taking steps to observe, analyse, synthesise, and gather information about how children behave and what parents and children think about visiting a museum.

As a result of our museum visit

As a result of our prior visits to museums in London, we've noticed that all museums are improving accessibility for individuals with disabilities by paying attention to signage, spaces, and bespoke experiences. We established our scope of work for Science Museum London because we were equally interested in creating an experience for youngsters that would spark their imagination. However, even though a multi-sensory setting may cause sensory overload in people with ASD, we wanted to examine the current situation and explore new options for neurodiverse people and their families.

To make it happen, we visited the museum with a plan of action to learn more about

  • How the museum now operates?!

  • What the science museum team has to say about it,

  • And what kinds of experiences are available that we might change into a purpose-driven experience for Autistic children.

At the Science Museum

Lincoln is a science museum explainer with professional training as a caregiver for persons with various disabilities. His responsibilities in the museum include making the museum area accessible, guiding children with exhibit information, and providing any necessary help.

Conversation with Lincoln

At SCIENCE MUSEUM, London

Lincoln is a science museum explainer with professional training as a caregiver for persons with various disabilities. His responsibilities in the museum include making the museum area accessible, guiding children with exhibit information, and providing any necessary help.

What we DISCOVERED

About present tailored programmes for people with Autism in Science Museum

  • EARLY BIRDS -This event is suitable for children who benefit from visiting the museum free from the hustle and bustle of the general public, specially programmed for children with ASD.

  • Night Owls - Night Owls is a sensory-friendly evening for young adults and adults (ages 16+) who need a quieter environment to enjoy the museum.

  • SENsory Astronights - From science shows to camping in one of our iconic galleries, SENsory Astronights is a relaxed, after-dark exploration of the Science Museum for children with special educational needs and disabilities

After speaking with the team, it was evident that the science museum is making an effort to make Autistic people feel comfortable. They don't assign a separate section for neurodiverse audiences they believe the museum is inclusive to everyone.

The following parameters represent my understanding of the scope of work required to continue forward.

 

We've gathered enough material to fill in the gaps in our fundamental understanding of the current situation, so we're moving on to finding out more from real individuals who are dealing with it on a daily basis. As Understanding people have numerous dimensions and associated methodologies, we sought to conduct one-on-one storytelling sessions by prioritising subjective accounts of their personal experiences.

 

Directed storytelling with Parent

 

Our goal for this talk is to better understand the problems and sensory concerns that children with Mild autism undergo, as well as how parents handle their children's needs.

We discovered the following key insights:

  • Familiarity plays a critical influence in reducing anxiety in children.

  • The echoee sounds and intense light, according to Gabby's experience with her child, are the most common trigger factors. Her child would reply that bright light is too harsh and that he or she would just like to leave that area.

  • She also mentions that he is not socially inept, but that when there is a lot of inflow, it might reach a saturation threshold, causing him to struggle.

Her thoughts for the project were favourable, and she appreciated the idea of using a design system to help a youngster who is nonverbal explore the things in the environment.

 

Next

As part of our ongoing effort to reach out to more people who can contribute to our knowledge of the targeted group, we have approached special needs schools, events for autistic children, and volunteer programmes that would allow us to experience the challenges and environments faced by a neurodiverse child and his or her family.

 

Bridging The Gap

 

Ways of learning are essential for understanding a child's needs, as well as how he or she grasps visual, textual, and contextual information. What are the bodily movements and expressions? What piques their curiosity. To learn more about the relationship between a teacher and a student, I contacted one of my dear friend Nikisha Kotwal, who is the communication coordinator at, The Gateway School of Mumbai, which is a not-for-profit organisation dedicated to empowering children with disabilities.

Through the lens of Educator

Our discussion centred on the relationship between the teacher and the child in order to learn through cognitive developmental skills.

Background research on the institute was the best way for me to proceed with insights from people involved with special needs learnings. Gateway was founded by a parent of a special-needs child. There is a strong belief among parents and professionals that collaboration is the key to success when working with students with disabilities. They refer to themselves as a laboratory school.

In our online meetings, we discussed how their curriculum works and what methods teachers use during our conversation. Because Nikisha comes from a product design background, she shared her valuable insights on creating an experience for everyone, through Universal Design Learning, we had a conversation about the inclusiveness of experience.

Universal design for learning is based on the original Universal Design principle used in architecture. Rather than adding a ramp after the fact to accommodate a disabled individual, Universal Design advocates for access for all to be considered during the planning stages, rather than as an afterthought. This afterthought is commonly known as retrofitting. Rather than relying on retrofitting, this approach allows everyone to enter the building through the same door but with multiple points of entry. This concept is now being applied to education via universal design for learning. (Universal design for learning for autistic students, 2021)

It is critical to shine a spotlight on a student's strengths in order to maximise his or her ability to learn and this declaration began to influence me with building a meaningful experience in which individuals can be engaged and feel valued.


A short 10-day Intern Program

Furthermore, we planned to start a short 10-day intern program with gateways to experience naturalistic observation and shadowing in a live online classroom session.

The goal was to simply observe, without interacting' children's natural activities on a daily basis.

I was shadowing three subjective sessions, one was about science experiments, another one was with social studies and learning through narratives. We've all known that children enjoy playing since we were children.

The most interesting aspects of my observations were

  • They are ecstatic to tell them about their newfound knowledge. Making or creating things is more interesting to them than watching a presentation.

  • Teachers play an important role in narrating what they say. Students enjoy reading aloud in the same way that teachers narrate, which transports them to a world of imagination. Visuals, audio, and experimentation with material resources keep them enthralled.

  • Adapting learning through activities is important for developing motor skills, feeling joyful, and being involved.

Key finding: Push their limits by leveraging their strengths; pre-planning makes a plan effortless and manageable.


On the other hand, I began developing concept on how material can play a role. To begin, I gathered some sensorial materials and attempted to create small objects that would pique the interest of children.

Inspired by a experience in science museum named pattern pod for children aged 2 - 5 years.

To get our team involved and experiment with our imaginations, we created a few more tangible cards based on the exhibit on the ground floor of Science Museum.

Feedbacks and Learnings

The agenda of the meeting with mentors was to show the progress in our timeline; they were positive about how we are moving forward with this project with a clarity of where it is located and methods of reaching out to our audience. Our concern was how you planned to include autistic children in your process. To move forward, I realised that long-term goals must be put in place.

References

Medium. 2021. Universal design for learning for students with Autism. [online] Available at: <https://uxdesign.cc/universal-design-for-learning-for-students-with-autism-a7d12c0d35f7>

https://www.gatewayschoolmumbai.org/

https://www.understood.org/

https://www.edutopia.org/article/what-autism-can-look-like-elizabeth-barnes

 

Processing objective through brainstorming

 
 

As the days passed, our agenda for what came next became clear, and we could see ourselves deep-diving inside the connection of creating a visitor-oriented museum experience while keeping the focus group as children with ASD. We had in-person meetings every four days to create a collaborative workset.

My way of explaining thoughts have always been with paper and pen, as we were known with the current system, our focus was clear about building intervention in the current system would give it a profitable structure to increase the visits of people who are facing challenges due to triggers like too many people, noises, and bright lights in the museum. Therefore, to make it more understood among ourselves I created a rough system flow chart to get us all on the same page.

Image : Rough Ideation on the system of museum to integrate new possibilities

To fully visualize the existing system and consider new possibilities, I divided it into three parts: PRE-VISIT, ON-SITE, and POST-VISIT experiences when a person decides to visit a museum. In my perspective, creating an experience for Science Museum should not just be for the science museum, but also for other museums as a system design concept that could be used in the future for people of various abilities and limitations.

I personally wanted to focus on the Pre-Visit part when a parent/individual/caretaker thinks about visiting a museum and how is the user flow of that journey. For this, I created a scenario of used cases with three different viewpoints to better understand the system.

To progress further, we all took a day off and brainstormed ideas on how to move forward with what can be accomplished and how. At this point, we were open to moving on with our projects using either an individual or a combined design approach.

 

Idea Generation

Sensory-friendly, Pre-Visit Experience, Materiality, Art Making, Playfulness, and Immersive were the keywords that guided my thinking.

Benchmarking Study

In particular, I conducted a benchmarking study using the cases shown below. The goal of this analysis is to fill in the blanks with a synthesis of ideas and a grasp of the existing state of outcomes.

  1. Support applications that are designed to make navigation easier and provide important information.

  2. Implementing ART-MAKING to help children develop neurocognitive skills

  3. For support in a museum setting, a Toolkit can be handy for convenience.

 
 

Learning + Feedback


Photo by Maria C.

While it is commendable that educational public institutions have begun to examine the requirements of neurodiverse guests, there is worry about how to make this particular group of people more inclusive as a whole and meet their needs.

Given the project's complexity, there are numerous areas where changes might be made to make the experience more valuable to humans. We came to the conclusion after our feedback session with Tiff and Alaistair that, while our opinions have a frame of touching on all aspects of the visit, why not clear them out one by one? I expressed my desire to the rest of my team to move forward with a focus on family and child preparedness when they chose to visit a museum. As a result, we came up with the idea of creating a PREPPING BUNDLE to help us develop the prototype.

 

Idea Development - Part 1

 
 

As we progressed with our a clear goal of creating a preparation kit to meet the needs of families and children with ASD. We separated our effort, to begin with first prototypes because we recognised our team's competence of skills. I was still on a thought bubble of - What may be added? and how can we help our target audience in understanding and acting on their needs? My emphasis was not on creating a better digital platform, but on developing a concept that could be used at any institution to provide children with a meaningful yet enjoyable experience.

I created the sensorial cards based on the kind of sensations that may be covered from the science museum's ground floor area.

 

Credit : Manali Panchal

 
 

Svaney assisted in the creation of visual cards with two sides, one with an illustration and the other with a real image of the museum.

Credit: Svaney

Zhaolu Song, my other coworker, was keen on development of a map and a low-fidelity digital screen prototype to better comprehend the sensory map's classification. I proposed that we look at the maps that the V&A Museum has previously created in order to inform the public in advance.

 

Talk Session With Industry Workers

Stephanie founder BitterSuite

Her area of expertise is performing music, and she considers music to be a multi-sensory experience. As a somatic practitioner, she has worked with the deaf-blind population, neurologists, psychologists, Autistic audiences, and others in the past. She is someone who could see the gaps that we couldn't. We shared our ideas for our project with her, and she provided us with some excellent examples to consider for future growth.

 

Emma Tutton

Emma Tutton is Access & Inclusion Programmes Manager, she works within the Learning Team, at the British Library. We reached out to her through e-mail for connecting on a zoom call to know about the program organised by her specifically for Autistic children which are Relaxed Early Opening for Families - Paddington: The Story of a Bear

We discussed the aspects to consider while introducing family and children in order to plan a pleasant opening. She discussed a number of factors that must be taken into account when caring for their protection and safety. A few shared examples were:

  • All visitors to this special early opening receive a visual story in advance to provide an idea of what to expect on arrival.

  • Limited numbers, a one-way system around the Library and spaced out tables in the Learning Centre so everyone can keep a safe distance

 

What next?

We demonstrated our first desired outcome of creating a system with a journey plan, visual cues, and a sensory map. Our tutor remarked that it was a great move to let children imagine where they intended to go and then construct a task for them. However, think about the visual language, what kind of material is kid-friendly, and how you can make it more immersive.

Next we intend to add the technology part of creating experience with technological ability in our next action plan by contacting CTL.

References

https://amt-lab.org/reviews/2017/2/new-apps-focus-on-autism-inclusivity

https://www.autisminmuseums.com/resources/

 

Idea Development Part - 2

 
 

With the support of an MA student studying Autism, we were able to have a survey shared with parents for a continuous loop of building research of layers. She acted as a bridge between us and the parents, and we received a few more responses through Facebook groups and individuals.

Online Survey was created using Google Forms and asked about what senses your child is sensitive to and what tools are helpful when planning a visit to a public location. The results of the survey are listed below.

Summary: According to parents, they look for information beforehand on web resources to make children more familiar with the environment at the Museum and organise their visit with their children (Langa et al., 2013). The majority of consideration is to assist ASD children and their families in preparation for the visit, as museums can provide information in advance.

 

Development of Prototype

Technology integration

To create a physical, interactive sensory board, we brainstormed ways to implement the sensory board that we had imagined on a smartphone screen into a tangible, activity-based sensory board.

We devised an on-board interaction to determine which areas have particular kind of environmental factors, such as crowds, bright light, and loud noises. For the time being, we focused on these three aspects in order to make them possible. We would also include more interventions in the future.

Idea: Have a pushbutton on an area that tells you which area says what.

Credit: Zhaolu, for making circuit work.

Building a checklist using pushbotton on Plan map

Visual Cards, Credit: Manali and Svaney Shen

Need of Iterations

It was obvious that there was a gap between the map and the cards, but I wanted to make sure that everything was functioning correctly before coming to any conclusions. My teammate Zhoalu tried her hardest to create a viable connection, but it was not reliable. In addition, I advocated for the creation of a language that would assist both the children and parents in understanding what action needs to be done.

Svaney Shen and I spent three days working together to create a proper formation of what can be used as a visual language and how it can function. We approached CTL as a group for technical assistance because the previous prototype was unworkable. They suggested that we use Arduino to improve connection on board; we talked further about how to denote the crowdedness of people through vibration, and I proposed that we insert cards into the map. My teammates and I agreed, and we also decided to integrate a virtual reality experience.

Feedback and take~aways

Feedback session with our faculty. Image credit : Manali

After demonstrating to our mentors, Greg recommended that we look at the components in the museum and relate them to the images on cards, and my thoughts were on the same page for the next step in improvisation. Alaister proposed to make maps more for children than parents. Children would want to see the fun section, which involves shifting focus from the informative content of the map and to intriguing facts about the place.

 

Idea Development Part - 3

 
 

Creating Visual language

I created a guideline for visual language and further me and svaney worked on figma tu build the characters and map with relation to science museum ground floor

We took actual elements from the science museum to denote the language as a child may grab the colour and object to relate when visit museum. Familiarity plays a key role for comfortability.

Simple, bright, and minimalistic

Graphics produced a realistic language that provoked visual perception.

Credits : Manali Panchal

 

Stages of Iterations

 

Final Layout

Function: The graphics on the map are based on the current map at the Science Museum. An individual may visually understand the region by using visual cues, and by interacting with the museum map by inserting a card into the same location, they can check the sensory stimulus in the museum using the three senses on top and plan their path.

 

Usability test - Round 1

Parents of children on the autism spectrum

The first test of the design result was conducted with parents of ASD children in order to study the experience through the relationship between parents and their children; the conversation centred around memories of happy and unpleasant outings with family.

 

Improved Technology Integration

It was a difficult way to build out a technical functioning prototype that needed smart decision making on not doing hard work again and again due to time constrain. I suggested checking the materiality of the prototype first. I played the main role in deciding the colour, material and type. After a team effort, we were able to crack the stages we had to build a prototype. While I was iterating change after testing with parents.

Successful Making of prototype - video compilation

Inclusion of VR

We have a virtual reality experience for each site of the science museum, where you could scan the barcode on the visual cue with your phone and jump into reality. We ran a test with youngsters in their homes to allow them to experience the developed outcomes under parental supervision.

 

Outcome

 
 

FlexiKit-a prepping bundle is to help, arrange and plan a visit to the Museum has functions of reminding the critical importance of safety, sociality, and public space. The Designed outcome consists of a Sensory-stimulation based map, visual cue cards, tangible sensory evoking cards and a Virtual Reality experience of spaces shown in the map. Development of the project has been tested, overlooked, filled in gaps required from the point of view of materiality, motor skills, visual language and hierarchy for ease.

Designing the Pre-visit Experience Serves as a tool of engagement, capturing the imagination, building communication between child and caregiver setting goals for a visit.

Video credits: Manali Panchal

Future of Project

When I happened upon the parents of a special needs child during a museum tour in London, I  started reading about it, a new goal was formed: to find a way to shape experiences for people who think and learn differently. To have a better museum experience for both children and their families,  studies and my viewpoint on new possibilities about how adjusting context usage, looking at user motivation, and developing resources that include technologies might help people with cognitive and learning disabilities.  The prospect of making modifications in the current museum situation to grasp all is on the thrive is currently being discussed with the Science Museum and British Museum London teams. If persons with ASD benefit from museum visits in the future, we must continue to recognise and use innovative inclusion tools and adaptive techniques.