Case Study: Authentic Consultations – Working with Young People with Special Educational Needs and Disabilities (SEND)
What is this case study about?
This case study was produced on behalf of Historic England by Miranda Millward (Oxford University Gardens Libraries and Museums) and Helen Pooley (History of Science Museum).
It is aimed at heritage organisations and museums that would like to seek input from young people with special needs and disabilities, covering 3 projects from the History of Science Museum and Oxford University Gardens, Libraries and Museums (GLAM).
Iffley Academy is a Community Special Academy for pupils aged 11 to 18 with complex special needs (SEND).
What are the key points?
- Allow time to develop relationships with the school and young people involved in the project
- Consider what benefits the young people might gain from participating in the project. For example, developing social confidence/support towards achieving a qualification
- Scaffold the experience. For example, consider a series of activities to help foster confidence and understanding
- Ensure buy-in at a senior level of the organisations involved
What were the projects about?
Since 2018, Oxford University GLAM and The Iffley Academy have been working together on a partnership programme. A core theme of the partnership is to allow the students to be able to articulate their ideas about the arts, museums and heritage supported by school staff and staff at the GLAM venues.
In this case study, we outline how students with SEND can be enabled to act as consultants to support venues in becoming more accessible. We draw out key recommendations based on 3 strands of work that involved young people with SEND as consultants:
Project 1
Consulting for input into plans for a museum building redevelopment. This involved students being totally honest about their feelings and reactions to different buildings/parts of buildings. Involved students visiting 2 recently redeveloped cultural venues and sharing their thoughts on the access features incorporated into these buildings. Looking at architectural plans to compare plans for improved access to the current access.
Project 2
Developing Easy Read Guides. This involved students responding to drafts of Easy Read guides to navigate through the venues the guides were based on. Students were able to comment on the words and images used in the guides. Check that the instructions and support in the guides were accurate. Tell staff about how the guides could be improved to support people with SEND. Flag any mistakes or omissions.
Project 3
Developing SEND-friendly learning resources for use by families visiting HSM. Students over several sessions were able to test out and feedback on a range of resources on the theme of Light and Space. Students were able to discuss whether written information and images were accessible. Students also tried out a range of activities and resources linked to light and space and commented on ease of use, levels of fun engagement and if they understood a concept better having tried an activity.
What were the aims?
All 3 of these consultations sought to:
- Find out about and prioritise the access needs of young visitors with SEND
- Provide the conditions, resources and support to ensure the consultations were well-informed and maximise opportunities to elicit feedback
- Make changes to plans and provisions in the light of the students' feedback, ensuring the consultations were authentic rather than tick box
- Allow students to feel a sense of value, self-worth and citizenship by having their help and support credited in all of the activities or materials that accompany an activity
- Allow students with SEND to help make the visitor experience better for all visitors
What were the challenges and lessons learnt?
- Allowing enough time for students to feel confident to share their ideas. Each consultation often had several sessions over several weeks
- Consultation with young people with SEND needs careful scaffolding so they have a range of experiences to form ideas and make sense of the project brief. Challenge yourself to think of what activities can help young people with SEND articulate their ideas
- Allow enough time in your organisation/project to make the changes students have suggested. This may mean that you feel you are doing things 'at the last minute' because you are changing direction to accommodate, respond to and allow for new ideas
- Allow time for students to see where their consultation has created genuine change by looking at final resources, recommendations or plans
- Allow the adults who work with and support the students day-to-day to help you elicit information from students or share their observations of what is working or what needs to be changed
