Tillgängliga Texter? : En studie om social och pedagogisk tillgänglighet för personer med dyslexi i museers utställningstexter

Sammanfattning: This master’s thesis focuses on the social and pedagogic accessibility in exhibition texts for people with dyslexia. It studies the social and pedagogic obstacles the exhibition texts pose for this group, and discusses how these affect the group’s democratic opportunities to experience and appropriate cultural heritage. The study shows that paragraphs, text length, sentence length, choice of words and text structuring are properties that affect the accessibility for people with dyslexia. Also, the individual’s inherent interests and previous knowledge plays an important part as to how the texts are perceived in terms of accessibility. It concludes that individuals with dyslexia are prone to experience stress during their visits in exhibitions due to slower reading abilities, and that the intrinsic properties of the exhibition texts often pose problems for the group’s possibility to understand and learn. It also concludes that the information that art exhibitions provide is formulated in a manner that creates a higher threshold to acquire the information by having longer sentences and longer words than historical exhibitions, creating greater difficulties in the learning experiences for people with dyslexia – much like this sentence does.