Abstract

Many museums have been critically characterized as elitist institutions that offer few inclusive services to meet the needs and interests of marginalized populations and communities (Hill, 2016; Sandell & Nightingale, 2013). Some museums, however, are turning to visitor-centered approaches that refocus their efforts to concentrate on the needs and interests of visitors instead of the objects on display (Love & Boda, 2017; Weil, 1999). One population often still overlooked by museums are adult visitors with developmental disabilities, thus the need for increased museum programming. This work represents a literature review that begins with a close examination of conceptual frameworks provided by disability studies, followed by how disability studies relates to art education and inclusive art-making for individuals with developmental disabilities. Next, the review presents an overview of literature related to developmental disabilities, with a specific focus on adults with developmental disabilities and recreational options available to them. Finally, the literature review delves into the museum experience and visitor-centered museum education. By blending best practices in disability studies, art education, and museum education, museums are primed to create needed inclusive programming and connect with new audiences.

Keywords: museum education, adults with developmental disabilities, disability studies, inclusive art-making, visitor-centered, art education

How to Cite:

Woodruff, A., (2023) “A Blending of Disability Studies, Art Education, and Museum Education”, Marilyn Zurmuehlen Working Papers in Art Education 2023(1), 1-24. doi: https://doi.org/10.17077/2326-7070.33676