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On a visit
Adapting the visit to the learner.
The single most useful thing we offer for inclusive learning is flexibility, and the willingness to plan around a group's specific needs rather than running one rigid format. Tell us, when you book, that a class includes pupils with particular needs — a wheelchair user, a child who finds crowds overwhelming, a group with hearing or visual impairments, learners who need a quieter, slower pace — and we plan the visit accordingly. That might mean a quieter time slot, a shorter or differently paced route, extra adult support, advance materials so a child knows exactly what to expect, or a guide who adjusts how they deliver. None of this costs extra; it is simply how an inclusive visit should work.
We are honest about one real limit: many of the partner museums are historic buildings, and their physical accessibility — step-free routes, lifts, accessible facilities — is the museum's own provision and varies considerably. We hold what we know about each museum's access and will tell you plainly before you book, so you can choose a museum that suits your group rather than discover a barrier on arrival. Where one museum cannot serve a particular need well, another often can, and we will steer you there. The partner list is on the partner museums page.
