Abstract
This paper examines how children's museums can create inclusive spaces integrating educational strategies to foster reciprocal learning (mutual teaching and learning from each other) by creating spaces and experiences that are accessible and meaningful and embrace intergenerational neurodivergent perspectives. By creating environments that are sensory-friendly and accessible to people with a range of neurodivergent traits, museums not only enhance learning but also cultivate a rich exchange of diverse perspectives. This paper examines intergenerational learning from the perspectives of both young visitors and adult staff members, interns and volunteers who are neurodiverse. By sharing insights from the lived experiences of both groups this paper illustrates the interplay of learning styles and sensory preferences that foster inclusive environments. We discuss strategies such as inclusive hiring practices, adaptive tools for diverse needs, and neurodivergent leadership that prioritize empathy, empowerment, and inclusivity. We include some reflective questions and practice-based prompts for museums to integrate some of these practices into their institutions. The aim is to demonstrate how museums can become models for community-building, where all individuals, regardless of neurotype, contribute to and benefit from the collaborative learning experience.