Skip to main navigation menu Skip to main content Skip to site footer


Vol. 13 No. 2 (2022): Special Pedagogy and Special Didactics for an innovative school and an inclusive education

Co designing inclusive museum itineraries with people with disabilities: A case study from self-determination

September 17, 2022


In the present paper, after a description of the theoretical framework used to define self-determination, we will describe the importance of structuring a research context that fosters the self-advocacy of people with disabilities. In this direction, a protocol of participatory research with people with intellectual disabilities will be presented in the third paragraph. Specifically, we will expand the procedure to support the creation of accessible museum captions, thanks to the application of Easy-to-Read guidelines.


  1. Bortolotti E., & Paoletti G. (2021). Disabilità intellettiva e accessibilità culturale. Una proposta per facilitare l’accesso alle informazioni in ambito museale. Italian Journal of special education for inclusion, 9(2): 94-104.
  2. Crowther N. (2007). Nothing without us or nothing about us?. Disability & Society, 22(7): 791-794.
  3. D’Angelo I., Giaconi C., Del Bianco N., Perry V. (2020). Students’ Voice and Disability: Ethical and methodological reflections for Special Pedagogy research. Education Sciences & Society, 11(1): 112-123.
  4. Deng L. (2017). Equity of access to cultural heritage: Museum experience as a facilitator of learning and socialization in children with autism. The Museum Journal, 60(4): 411-426. Doi: 10.1111/cura.12219.
  5. Fajardo I., Ávila V., Ferrer A., Tavares G., Gómez M., and Hernández A. (2014). Easy to read texts for students with intellectual disability: linguistic factors affecting comprehension. Journal of applied research in intellectual disabilities, 27(3): 212-225.
  6. Franits L. E. (2005). Nothing about us without us: Searching for the narrative of disability. American Journal of Occupational Therapy, 59(5): 577-579.
  7. Freyhoff G., Hess G., Kerr L., Menzel E., Tronbacke B. & Vander Veken K. (1998). Make It Simple, European Guidelines for the Production of Easy-to-Read Information for People with Learning Disability. ILSMH European Association, Brussels.
  8. Giaconi C., Ascenzi A., Del Bianco N., D’Angelo I., Aparecida Capellini S. (2021). Virtual and Augmented Reality for the cultural accessibility of people with Autism Spectrum Disorders: a pilot study. The International Journal of The Inclusive Museum, 14(1): 95-106.
  9. Giaconi C., Del Bianco N., D’Angelo I., Halwany S., Aparecida Capellini S. (2021). Cultural accessibility of people with Intellectual disabilities: A pilot study in Italy. JESET, 7(1): 17-26.
  10. Gilmartin A., & Slevin E. (2010). Being a member of a self‐advocacy group: experiences of intellectually disabled people. British Journal of Learning Disabilities, 38(3): 152-159.
  11. Ibem E. O., Oni O. O., Umoren E., & Ejiga J. (2017). An Appraisal of Universal Design Compliance of Museum Buildings in Southwest Nigeria. International Journal of Applied Engineering Research, 12(23): 13731-13741.
  12. Lascioli A., & Pasqualotto L. (2021). Il piano educativo individualizzato su base ICF. Strumenti e prospettive per la scuola. Roma: Carocci Faber.
  13. Lisney E., Bowen J. P., Hearn K., and Zedda M. (2013). Museums and Technology: Being Inclusive Helps Accessibility for All. The Museum Journal, 56(3): 353-361. Doi: 10.1111/cura.12034.
  14. Mayer R. E. (2021). Evidence‐Based Principles for How to Design Effective Instructional Videos. Journal of Applied Research in Memory and Cognition. In press. Doi: 10.1016/j.jarmac.2021.03.007.
  15. Nomura M., Nielsen G. S., Tronbacke B. I. and International Federation of Library Associations and Institutions (2010). Guidelines for Easy-to-read Materials/rev. IFLA Headquarters, The Hague.
  16. Rondal J. A. (2001). Language in mental retardation: individual and syndromic differences, and neurogenitic variation. Swiss Journal of Psychology, 60: 161-178.
  17. Sandell R. (2003). Museums, society, inequality. London: Routledge.
  18. Shogren K. A., & Raley S. K. (2022). Self-determination and causal agency theory: Integrating research into practice. Springer.
  19. Shogren K. A., Wehmeyer M. L., Palmer S. B., Forber-Pratt A. J., Little T. J., & Lopez S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3): 251-263.
  20. Todino M. D., Campitiello L., & Di Tore S. (2022a). From presence to distance in museum education: the use of archaeological finds to create digital assets through 3D scanning. Journal of Inclusive Methodology and Technology in Learning and Teaching, 2(1).
  21. Todino M. D., Campitiello L., & Di Tore S. (2022b). Analisi e rimodellizzazione creativa del mondo reale in ambienti virtuali. La scansione 3D di reperti archeologici. Mizar. Costellazione di pensieri, 2021(15): 212-216.
  22. Tronbacke B. (1997). Guidelines for Easy-to-Read Materials. IFLA, The Hague.
  23. Wolman C. (1991). Sensitivity to causal cohesion in stories by children with mild mental retardation, children with learning disabilities, and children without disabilities. The Journal of Special Education, 25: 135-154.


Metrics Loading ...

Most read articles by the same author(s)

1 2 3 > >>