Designing Sensory Exhibition Engagement in Science Museums to Provide Inclusive Science Learning Experiences for Children with ADHD and ASD

The aim of this practice-based study is to investigate the co-design of novel, sensory exhibition spaces and displays in science museums, and the interaction and engagement with them to provide inclusive science learning experiences for, both, child audiences with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorder (ASD). The focus will be on

working and designing with child audiences, aged 8-16-years, as one of the key museum audiences benefitting from science learning. Taking a craft-based, sensory co-design approach, this study will enable the voice of children with ADHD and ASD to be at the forefront in developing the proposed novel exhibition design strategies, which will make a lasting difference to Catalyst's

practice, and for science museums as a whole.

There is an imperative for science museums to provide a more inclusive, interactive and userfriendly experience for a wide range of audiences, including both neurotypical and neurodiverse (Pedretti and Iannini, 2020, Schwartzman and Knowles, 2022). However, recent efforts have focused largely on museums experiences for visitors with ASD (e.g. Science and Industry Museum,

2022). By contrast, little attention has been paid to those with ADHD who experience a different set of challenges (Antshel and Russo, 2019), even though there are an estimate 2.6 million people with ADHD in the UK in comparison with 700,000 people with ASD (ADHD UK, 2022, National Autistic Society, 2023).

To address this shortcoming, this study will investigate novel ways of codesigning exhibition experiences for child audiences with ADHD and ASD to help accommodate their differing sensory processing characteristics. The study will draw on emotion design and learning theories (e.g. Brand, Dunn, and Greb, 2002, Hekkert 2006) and craft-based co-design methods (Sanders and

Stappers, 2008, Niedderer et al, 2020). It will use sensory creative practice, both, as a means of engagement and communication within co-design workshops and in the development and nature of exhibition design (Warpas, 2013, Werdesteijn et al. 2012). In this way, the study will identify how different sensory experiences can enhance encounters with museum exhibitions and related

events, support shared learning preferences and accommodate differences. This interdisciplinary study will bring together and contribute to the areas of museum studies, exhibition design and learning preferences for audiences with ADHD and ASD. The outcome of the study will be a framework and recommendations for exhibition design to facilitate sensory

learning in science museums for children with ADHD and ASD, underpinned by a case study with Catalyst Science Discovery Centre and Museum.Main Question How can the design of sensory exhibition engagement in science museums support the learning preferences of child audiences with ADHD and ASD? Sub-questions

1. What are the different sensory needs and learning preferences of child audiences with ADHD and ASD? 2. Which sensory tools, materials and practices are currently in use in science museums to facilitate science learning for such neurodiverse audiences? 3. How can sensory tools, materials and practices be co-designed to create more inclusive

exhibition engagement to accommodate both audiences with ADHD and ASD? Research context and objectives The study integrates the areas of learning preferences in children with ADHD and ASD; museum studies including exhibition design; and craft-based co-design practice to address the proposed topic: Sensory processing and learning preferences in children with ADHD and ASD