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3.9.10 Museum Studies for the Gifted: Making Art More Inclusive and Appealing for the Talented

This project describes the inclusion process of twice-exceptional gifted students diagnosed with Attention Deficit Disorder through joint work between Mexican art museums actions and special needs centers. This seven-month qualitative study focused on the application of art teaching as an inclusive strategy from several participants’ perspectives (students, professors, museum curators, and art directors). These findings resulted in a guide that describes the specific steps for inclusive audience engagement and catering to students with special needs. In addition, it analyzed the further actions other non-art museums can provide for accessible learning environments that accommodate gifted children.

Author(s):

Delanie Almazan Anaya
ana824@mail.harvard.edu
CEDAT Talent Attention Center / Harvard University
United States

Delanie Almazan is a full-time Professor for gifted students at CEDAT Mexico City, with special focus on project-based instruction, arts classes and early induction into advanced sciences. She graduated from a Master in Museum Studies at Harvard University, Master in Education with major in Teaching Strategies, and a Bachelor in Psychology. She has worked for over 5 years as promoter of culture, arts and creativity at schools, with focus on students with special needs. Her graduate thesis at Harvard centered on designing inclusive spaces and exhibitions for students with Attention Deficit Disorder at museums.