Maine Access to Inclusive Education Resources

Exploring new places and activities can be challenging for families that include a member with an autism spectrum disorder. However, the benefits of helping your child discover new places, activities, and interests can last a lifetime. Consider activities that build on your child’s interests and family preferences; these have the potential to spark lifelong learning, hobbies, and recreational opportunities.

Success will require practice, flexibility, and perhaps some experimentation on your part. You may find staff and employees are often open to making accommodations when requested. In fact, some public places are actively joining in the efforts to make their spaces more welcoming for families that include individuals with ASD or other disabilities.

Finally, as a parent, you may need to overcome some occasional feelings of embarrassment or awkwardness surrounding your child’s behavior and find ways of dealing with unexpected insensitivities of others. Being prepared for those situations and having an alternative plan when things go awry is worth the forethought and preplanning. This will take time, energy, creativity, patience, and sometimes, a sense of humor, but in the end will prove worthwhile! For additional reading on this topic, check out Practical Tips for Outings

So let’s get started!

Prepare
Both children and adults with ASD benefit from explicit preparation for the environment and events that will occur. Take some time to prepare before visiting new places.

• Take advantage of what you can learn about venues from other parents who have visited.  Check the MAIER Family Partnership Places and Spaces Directory to review the listing, if available, and note parent suggestions if offered.
• Visit the websites of chosen places and spaces. If a map of the venue is available, be sure to locate bathrooms, entry and exits, eating areas, and potential quiet spaces. You can map out your visit ahead of time, noting specific areas or exhibits of interest, and those that may be best to avoid.
• If photos are available online, share these with your child ahead of time. Some museums and other public spaces are now including social narratives and other visual supports you can download from their websites- take advantage of these if you can!
• If a social narrative or visitor guide is not available, you can develop one of your own. Download photos from venue websites, particularly the areas you plan to visit, and print copies to make a “book” for your child. To see an example of a Social Narrative, check out this one from the Maine Discovery Museum in Bangor.
• Share this with your child over the days before, the day of, and after the planned visit. Talk about the visit. Role-play expected scenarios. However, consider your child’s disposition and tolerance to allow for enough practice, but not increase their anxiety. 
• Be sure to pack a favorite toy, soothing items, fidget toys, and favorite snacks.

Practice, practice, practice!
Gaining experience attending the chosen place when the risks are lower can help create a safe space to explore, experiment, and adapt to the new environment.

• Check to see if the chosen place has special times or hours for those with family members with autism or other special needs. This also offers you the opportunity to get to know the staff at a quieter time and for them to get to know your family. Listings in MAIER’s Places and Spaces Directory will note these times if available.
• If special times are not offered, call ahead to find out the days and times when crowds are generally smaller or less noisy to plan your visit if possible.
• Start with shorter but more frequent visits if possible. Be sure to plan for breaks and down time from activity.
• Consider taking along headphones or earplugs if your child is sensitive to noise.
• Bring your child’s communication supports- visual schedules, communication cards, etc.
• Be sure to praise your child for behavior you want to reinforce. Consider using tokens or other small items as a reward(s) for acceptable behaviors, positive interactions, etc.
• Be flexible in how your child participates- it may not be what is expected, but a good alternative!

Mainstream experience

Your time spent in preparation and practice with your child can create the confidence to attend places during busier, normal hours. Prepare for mainstream visits as suggested above, and consider these additional suggestions before you venture out.

Since children with ASD have a tendency to wander, there is a potential for your child to become separated from you. Some parents use special ID tags for shoelaces or zipper pulls, or Medical Alert bracelets with your essential contact information. You can order ID tags online or at medical supply stores (e.g. http://www.medicalert.org/product/catalog/medical-ids/youth-kids )

Exploring new places and spaces in your community opens up the world of learning to your child as well. What can your child learn from museum exhibits, library programs, and outdoor adventures? What life skills can you practice while interacting with staff and other visitors? What new interests may be sparked for your family members? As you and your family experience successful excursions, you will gain the confidence to try new ones. Happy explorations!

Download Tips for visiting  [PDF]     [MSWord]

Be sure to send us your feedback on places and spaces you visit, so other families can benefit from your experiences! Submit your feedback using the Places and Spaces Directory Submission Form.