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.
Di Lello, C. (2015). Guggenheim for All: Museum Education for Students on the Spectrum. Occasional Paper Series, 2015 (33). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2015/iss33/4