“My museum is your museum” Exploring museums with PWID

Mireille DefreyneCoördinator Research Group “Culture at school”.VIVES, Belgium

• 10.00-11.30: How to understand intellectual disability? Classification/(Young) children an youngsters with an intellectual disability./How do we think about PWID?/Children and youngsters with a mild and moderate retardation: cognitive development, language development, motoric development, social and emotional development.//Pedagogical and educational consequences/

The concept of “Access” and application on people with intellectual disability. /

Day 1

What defines ID for you? Give a number from 1 – 4 following what you think is what best defines ID.

- People that have a cognitive dysfunction- People that cannot (fully) perform the tasks of everyday life- People that cannot satisfy the needs that the society expects from a person- PWID is a term that should not exist. It is discriminatory. In order to concede to a wide diversity of people the society should aim for more inclusion.

• Discuss the results in the group.

How do we think about intellectual disability?

Short historical overview• names reflect attitude• 1850: naïve optimism• 1900: incurable disease• >1950: community-based

rehabilitation and deinstitutionalization

How do you think about ID?

What defines ID for you? Give a number from 1 – 4 following what you think is what best defines ID.

- People that have a cognitive dysfunction- People that cannot (fully) perform the tasks of everyday life- People that cannot satisfy the needs that the society expects from a person- PWID is a term that should not exist. It is discriminatory. In order to concede to a wide diversity of people the society should aim for more inclusion.

• Discuss the results in the group.

Common definition of ID

• Definition by the American Society on Mental Retardation (2002):

• “Mental Retardation is a disability characterized by

significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18.”

Positive descriptors versus negative descriptors

• This definition implies that PWID miss some competences:

- conceptional competences: the ability to read, write, handle money, to make choices,…- social competences: ability to build relationships, to take responsibility, to follow rules,…- practical competences: carry out daily life activities, eat, hygiene, mobility, use telephone and public transport,…

Classification (if permitted)

Degree of retardation

Intelligence Social adaptation Age of development

Mild mental retardation

IQ 50/55-69 VABS 50-70 6,5 – 10 y

Moderate mental retardation

IQ 35/40 – 50/55 VABS 35-50 4 – 6,5 y

Severe mental retardation

IQ 20/25 – 35/40 VABS 20-35 2 – 4 y

Profound mental retardation

IQ <20/25 VABS <20 0 – 2 y

Mild mental retardation

Cognitive development• A. Meaningful processing of information• B. The understanding of abstract information or virtual events

and relationships

Language development

Motoric development

Social and emotional development

Exercise

Translate the following text used for normally developed children of about 11 years to the language of children of the same age with an age development of 7 years.

• Paleontology is the study of the history of life. Scientists who study paleontology are called paleontologists. Paleontologists use fossils to try to figure out three main things about fossils: Identity and origin of the fossil, the fossil's environment, and what the fossil can tell us about the history of the earth. Because paleontologists are interested in finding out about all life on earth, they study all kinds of fossils, not just dinosaur bones. There are many different types of paleontologists. Some study fossil plants, some study fossil fish, some study fossil mammals, and some study dinosaurs. Pick a type of fossil and there's bound to be a paleontologist that studies that type of fossil.

Consequences for didactics and methodology for children and youngsters with a mild intellectual disability.

• step by step assignments• one instruction at the time• repetition for consolidation• 5 phases for new information• explaining new words• keep up motivation• responsible reaction• positive attitude

Moderate mental retardation

• Description

Age of development: max 8 y Write their name, simple words, daily functional handlings Interested in daily live matters: dog, clothes, food,… Eye-hand coordination Socially impulsive and spontaneous

• Consequences for didactics and methodology for children and youngsters with a mild intellectual disability.

Who will we meet?

1, Paul: ° 1981 – enjoyable social character – syndrome of Down – moderate to severe disability2, Luc: ° 1981 – moderate disability – participative – positive – not very autonomous in decisions…3, Luc - ° 1977 – severe disability – communicates by gestures and sounds, will help others – motivated 4, Wojciech - ° 1977 – severe disability – enjoyable – social – something behaves childish – doesn’t criticize himself – not very motivated 5, Elzbieta - °1979 – moderate disability – underestimates her own abilities – not very self confident – right hand is partially paralyzed 6, Cathrine - °1974 – moderate disability – impulsive – emotionally instable – sensible – low aggression threshold

Information about the people that come tomorrow

• Who are they?• What age do they have?• What can they do?• What are they good at?• What do they like?• What they don’t like?• What do they do during daily life?• What are they afraid of?• Do they have a pet?• …

The idea of “access”

The idea of “access”

1. Make it easy for me to find my way around

2. I want to learn something new3. I don’t want to feel helpless4. Make me feel welcome

The idea of “access”

5. Accept me for who I am and what I know”• “Help me to understand and let me talk too”• “Let me choose, give me some control”

6. “Let me participate”

7. “Meet my basic needs”“I came to spend time with my family/with my friends”

Visiting the museum to evaluate accessibility for the group of PWID for the next day.

• Taking in account all things that have been mentioned here above (description of competences, pedagogical consequences, accessibility):

• 11.45-12.30: :/new ways of thinking aboue heritage education for PWID/

• - Ken Robinson (pojęcie myślenia dywergencyjnego) /(divergent thinking)/

• - Koestler (asocjacja – prowokacja – bisocjacja) (association – provocation – bisociation)/

Day 1

https://www.youtube.com/watch?v=zDZFcDGpL4U

RSA Animate - Changing Education Paradigms

http://www.amara.org/en/videos/w9hDNpwpZu6H/info/rsa-animate-changing-education-paradigms-ken-robinson/(Ukrainian version)

Ken Robinson: divergent thinking

• Dove or ape?

“I want to learn something new!”

• Explication to the public- The art/context/content is difficult to explain- The guide/educator knows what is important- The guide/educator decides what will be shown, explained,…- The public has to do an effort to understand• Explication by the public- The public does no effort to understand difficult (for him/her)

matters- The public chooses what he/she will look at/read- The public let its imagination/thoughts freely go when looking

at the art objects

To explain or to let explain

ASSOCIATION

• Shoe:• Snowman:

Koestler: association – provocation - bisociation

PROVOCATION

Shoe and wheel of a bikeSnow; snowstorm; snowball and movement

and movement

Actual environmental problems and

Koestler: association – provocation - bisociation

Association – provocation – bisociation (Arthur Koestler (1964)

• Bisociation: looking for a common field of meaning(thinking) /common field of experience (acting) connecting two fields (the world of the individual and the artwork)

- Shoe – lace, snake, mouse, nest, bed, bedroom, lamp, electricity, fuse

- Replace tyre with brush, brush at bottom, 2 brushes and polish tube

• 13.00-14.30: /Towards a new educational methodology: impression – processing – expression. Theoretical scheme and interactive example./

Day 1

In the museum

• 1, Impression- Association of movement with

- Look for other things that turn in the room

• Do your hand before your eyes – I will lead you to a statue and you feel it

• Without and with gloves• Do the same for me (participate!)

• Imitate

• 2, Processing• What trophy would you like to win? For doing what? What are

you good at?

• Look in the mirror taking a photograph: you are in the castle!

• 3, Expressing- Make the clothing of the poor child colorful

TheCaféTracé, QuadrupleTrace, TheFacebookProfile./

• 15.30-16.30: /Discovering the museum./• /Application of new methods of divergent thinking on your

own museum: TheCaféTracé, QuadrupleTrace, TheFacebookProfile./

Day 1

1. Proceed in any order2. All indications are free to interpretation3. Always be looking (notice de ground beneath your feet)4. Feel free to add, alter or ignore5. Consider everything alive (is not the same a animate)6. Everything is interesting (look closer)7. Alter your course often8. Notice the stories going on around you9. Notice patterns, make connections10. Create a personal dialogue with your environment11. Use all of your senses12. There are no rules, only suggestions13. Treat everything as an experiment14. Start with whatever makes you feel a twinge of exitement (waaw or zap)15. Trace things back to their origins

How to be an explorar of the “Museum/World” (Kery Smith)

• 16.30-18.00: /Exercise in the museum on the methodology impression – processing – expression: working in groups./ The educators and the lecturor develop an activity for the following day with the PWID (impression-processing-ordening)

Day 1

• 10.00- 11.30: Exercise with the PWID visiting the museum:

• part I impression and part II processing and part III expression

Day 2

• 11.45-13.15:

• Sharing the experiences• Conclusions and questions

Day 2