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ABSTRACT
This paper presents an educational program for children with disabilities implemented in conjunction with a temporary exhibition of visual artists with disabilities in a museum in Greece. Through the description of the exhibition, the design and implementation of the educational program, and the creative activities offered, the authors identify benefits for the children and stress the importance of developing more collaborations between museums, artists with disabilities, and schools to move towards a more inclusive society.
Acknowledgements
Acknowledgments are expressed to the Piraeus Bank Group Cultural Foundation (PIOP) and teachers from the Special Education School.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Lawson and Beckett, “The Social and Human Rights Models”; and UN, “Convention on the Rights of Persons with Disabilities.”
2 Barnes, Mercer, and Shakespeare, Exploring Disability; and Moussouri, “Implications of the Social Model of Disability.”
3 McGhie, Museums and Human Rights.
4 Malley and Silverstein, “Examining the Intersection of Arts”; Newman-Godfrey and Stichter, “Visual Arts Curriculum”; Robinson, “Arts Integration”; and Sulewski, Boeltzing, and Hasnain, “Art and Disability.”
5 UNCRPD as cited in Union of Equality: Strategy for the Rights of Persons with Disabilities 2021–2030, European Union, 2021, 20.
6 McGhie, Museums and Human Rights.
7 Rappolt-Schlichtmann and Daley, “Providing Access.”
8 Hooper-Greenhill, Museums and Education; and Kanari and Souliotou, “Education of Children with Disabilities.”
9 Martins, Semedo, and Camacho, Representing Disability in Museums.
10 Eisenhauer, “Just Looking and Staring Back,” 7.
11 Sulewski, Boeltzing, and Hasnain, “Art and Disability.”
12 Walker, 1998 as cited in Sulewski, Boeltzing, and Hasnain, “Art and Disability.”
13 Sulewski, Boeltzing, and Hasnain, “Art and Disability.”
14 European Union, Union of Equality, 21.
15 Cachia, “Disabling the Museum.”
16 Ibid., 264.
17 British Council – Disability Arts International, “Greece Country Profile.”
18 See, e.g. Koutsoubeliti, Chavela, and Manolopoulou, “The Archaeological Museum of Patras” and the activity of the ensemble En Dynamei and their collaborations with museums, http://en.endynamei.com/i-omada.
19 See, https://www.piop.gr/en/anakoinoseis/IA-artogether-2019.aspx. About PIOP see, https://www.piop.gr/en/idrima.aspx.
20 See, https://artogether.gr/en/.
24 ARTOGETHER, Travelling Art. Exhibition Catalogue.
25 Martins, “Engaging the d/Deaf Audience.”
26 Also abbreviated as Rooftile and Brickworks Museum N. & S. Tsalapatas.
27 In June 2021, after the Covid-19 lockdown, the exhibition continued in the PIOP Museum of the Olive and Greek Olive Oil (Sparta, Peloponnese). It was completed in July 2021 at the Historical Archives of PIOP (Athens) with another exhibition and events inspired by the exhibition and program Travelling Art, https://artogether.gr/draseis/taxidevontas-tin-techni/.
29 European Agency for Special Needs and Inclusive Education, “Country Information for Greece.” According to Greek legislation, inclusive education is promoted. Children with disabilities and/or special educational needs can attend mainstream schools with support by the class teachers or in cooperation with qualified Special Education teachers, individual support by Special Education teachers in the regular classrooms, or separate specifically organized “inclusive classrooms” within the same school. In the case of children with disabilities whose needs cannot or it is very difficult to be addressed in mainstream schools, there are also designated Special Education Schools.
30 Kanari and Souliotou, “Education of Children with Disabilities”; and Tomlinson, The Differentiated Classroom.
31 Lurio, “Engaging Children with Autism”; and Resource: The Council for Museums, Archives and Libraries, Disability Directory.
32 White Book, Handbook of Guidelines.
33 CAST, “Universal Design for Learning.”
34 Rappolt-Schlichtmann and Daley, “Providing Access,” 308.
35 CAST, “Universal Design for Learning.”
36 CAST, “Universal Design for Learning”; and Nikonanou et al., Creating Learning Experiences in Museums.
37 CAST, “Universal Design for Learning”; Newman-Godfrey and Stichter, “Visual Arts Curriculum”; and Nikonanou et al., Creating Learning Experiences in Museums.
38 CAST, “Universal Design for Learning.”
39 Nikonanou et al., Creating Learning Experiences in Museums, 23.
40 CAST, “Universal Design for Learning.”
41 McGhie, Museums and Human Rights.
42 Ibid.
43 Simon, The Participatory Museum.
Additional information
Notes on contributors
Charikleia Kanari
Charikleia Kanari, PhD studied Museum Education and Special Education at University of Thessaly, Greece. She is an Assistant Professor at the Aristotle University of Thessaloniki, Greece. Her research interests include culture, arts, inclusion, education and learning in formal, non-formal and informal learning environments.
Anastasia Zoi Souliotou
Anastasia Zoi Souliotou, PhD is a visual artist and art educator. She is an Assistant Professor at the University of the Aegean, Greece. Her research interests include arts, STEAM, art education and technologies in education, non-formal and informal learning environments.