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Abstract

The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.

Author Biography

Chiara Di Lello is a museum educator and upper-elementary school teacher. She has taught programs for students with special needs at the Solomon R. Guggenheim Museum, the Cathedral of St. John the Divine, and the Intrepid Sea, Air, and Space Museum. She is a master’s degree candidate at Bank Street College of Education in the Childhood General & Special Education program.

 

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