Ph.D Scholarship Programme "Heraclitus II"

This
doctoral thesis is an interdisciplinary study in Museum Education and Special
Education which explores the terms and conditions of access for individuals
with visual disabilities to museums. The theoretical origins of this study
include issues such as the defense of all people’s right for access to culture
and education and the recognition that access to culture and education is one
of the most important parameters of education and social inclusion. The discussion
about access to culture reveals also the role of education and the relationship
between education and culture since access to culture is a crucial factor for
the education and social inclusion and at the same time the role of education
is crucial for access and cultural participation. Considering the role of
educational opportunities and choices of access and participation in museums,
which are important factors for the shaping of individuals' relationship with
the museum, the multidimensional nature of access, the interdependency of
barriers to access, the reciprocal relationship between education and culture
in the context of holistic approach of access to cultural goods, this study
focuses on schoolchildren -and future adults- with visual disabilities and on
factors which affect their access and relationship with the museum during their
school life. The research is based on the collection of quantitative and
qualitative data from schools and teachers of Special Education and from
Archaeological Museums which are the most important category of museums in
Greece. The research results revealed that despite the important steps towards
access and participation in museums, there are still significant limitations
for individuals with visual disabilities in museums. Furthermore, the results
of the research revealed the complexity of access to museums but also of
educational access and participation of schoolchildren with visual disabilities
in aspects of school life such as visits in museums. Access and participation
of children with visual disabilities to museums during their school life is
determined by a variety of parameters regarding the context of museums and
schools: their structure; the infrastructures availability; the attitudes; the
level of awareness and knowledge about disability, access and Museum Education.
Without ignoring the institutional differences between school and museum, the
present study revealed and confirmed the necessity for a systematic and
systemic approach of access in the basis of the principles of the disability
social model, the universal design and the universal design for learning with
respect to diversity. Access and improvement of people’s participation in
general and also of schoolchildren with visual disabilities to culture and
education has to be an ongoing process which presupposes changes to the
philosophy and function of different institutions in many levels, long term
planning and a systematic cultural and educational policy in order to achieve
equal opportunities for all.