Educación patrimonial orientada a la inclusión social para personas con TEA: los museos capacitantes

Abstract

Today’s plural changing society demands that our institutions provide committed and collaborative responses that consider people to be the centre of any action they may take. In this regard, educational activities carried out in the heritage environment provide a suitable setting to empower individuals, as they become the protagonists of experences that they have decided for themselves. Self-determination thus becomes the cornerstone of enabling proposals developed in museums which, by nature, play an important social role. In this context, it is understandable to generate proposals for heritage education work that, being able to become inclusive, facilitate the access of all types of public to the institution, thereby democratizing the space to all groups, and in the case concrete of our proposal, to people with autism spectrum disorder (ASD).

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