Introduction

Museums act as vital hubs for learning, culture, and community engagement, reflecting and enhancing the diversity within society. Active efforts toward accessibility enable museums to not only meet legal obligations but also become paragons of social equity and justice. Accessibility should be seen as a social responsibility rather than a mere legal requirement, thereby fortifying an institution’s inclusivity for diverse societal groups (Starr, 2016). Museums are uniquely positioned to pave the way for a more inclusive future.

Accessibility involves creating environments that are usable by as many people as possible, irrespective of physical, sensory, or cognitive abilities. Investments in accessible exhibits, programs, and spaces not only enhance the experience for individuals with disabilities but also benefit all visitors. Clearer signage, improved acoustics, and visual aids, for example, assist children, elderly individuals, and visitors from various linguistic and cultural backgrounds. Public spaces thus become central to fostering inclusive societies and celebrating cultural diversity (Pineda, 2022).

Creating accessible museums also involves recognizing and valuing the unique perspectives and needs of all visitors. As society evolves, museums must actively work to eliminate physical and social barriers, ensuring a welcoming environment for everyone.

However, implementing accessibility goes beyond merely setting goals and processes.

“I think that accessibility is also a state of mind. It isn’t simply something that you do. It is something you have to think about, be committed to. It doesn’t reside in one person or one department. It resides in a mindset of the institution.” – Glenn Lowry, Director of The Museum of Modern Art (Starr, 2016).

Universal Design – A Path to Inclusion

Universal design focuses on creating environments and products that are inclusive and accessible without the need for adaptation. This approach serves as a method of inclusion. Yet, universal design for inclusion is insufficient alone (Rappolt-Schlichtmann & Daley, 2013). To truly engage individuals with specific needs, a framework of Universal Design for Learning (UDL) is essential. UDL emphasizes providing multiple means of representation, expression, and engagement, breaking down barriers and fostering environments that cater to diverse needs and abilities.

When applied to museum operations, UDL might include offering digital guides incorporating visual, auditory, and tactile elements, benefiting individuals with disabilities and those who learn differently. By embedding UDL principles, museums can craft dynamic experiences that not only attract a broader audience but also set standards for inclusive societies.

Navet Science Center and Accessibility Efforts

Navet Science Center provides an interactive and inspiring environment for exploring STEM (Science, Technology, Engineering, and Mathematics) and sustainability topics. Navet offers school programs designed to inspire interest and creativity. Through hands-on experiments, problem-solving, and modern technology, students have the opportunity to explore in an engaging and educational way. A typical school program often begins with a dramatized introduction where students encounter a contemporary or historical figure who provides an introduction and a mission related to a specific subject. (For instance, this could be Newton, Hypatia, Alan Turing, or Grace Hopper.) Following this, activities take place in Navet’s exhibitions.

Navet aims to create an inclusive environment where as many visitors as possible can engage in learning and exploration. Starting in 2024, systematic efforts have been initiated to ensure accessibility, inspired by universal design principles.

Navet’s accessibility initiatives are categorized into three main areas:

1. Interaction – Focusing on staff engagement with visitors and the design of activities.
2. Digital Environment – Adapting digital platforms and user-directed interactive experiences.
3. Physical Environment – Designing spaces and stations to ensure inclusivity and ease of access.

For example, in the Meccano exhibition, text-heavy interfaces have been replaced with symbols to make the content accessible to young children, individuals with intellectual disabilities, and non-Swedish speakers. In the coming year, Navet Science Center intends to deepen its commitment to refining its digital and physical interfaces, drawing inspiration from Universal Design for Learning (UDL). These efforts aim to foster an inclusive environment where educational and interactive experiences are accessible to a diverse audience, regardless of their abilities or linguistic backgrounds. By integrating UDL principles, Navet aspires to create interfaces that not only accommodate but actively engage all visitors in meaningful ways. Navet aims to establish an annual review structure to maintain consistent progress in these areas. Additionally, school programs will be revised to ensure they are more accessible, incorporating interactive and individualized elements that cater to diverse learning needs. Efforts will also focus on improving the clarity of signage and maps, ensuring better navigation for all visitors.

References

• Starr, R. E. (2016). Accessibility Practices & The Inclusive Museum: Legal Compliance, Professional Standards, and the Social Responsibility of Museums. Rochester Institute of Technology.
• Pineda, V. (2022). What is Inclusive and Accessible Public Space? The Journal of Public Space.
• Rappolt-Schlichtmann, G., & Daley, S. G. (2013). Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design. Curator: The Museum Journal.