Hi Amanda,

   We have a set of ratios that we base the number of required free chaperones on 1:6 for K-3rd, 1:8 for 4^th-8^th, and 1:10 for 9^th-12^th. So, if a school is bringing 80 5^th graders, then they would be required to have 10 chaperones who would be complimentary and any additional chaperones would have to pay. When it comes to support staff such as aides, interpreters, one-on-ones, etc. they are automatically included as a free chaperone without being a part of the required number of chaperones. If a school needed 6 chaperones but was bringing an aide for a student, the aide is not factored into the required 6 chaperones. We also inform aides that they are free to step away from whatever the group is doing if the student is having issues or needs space. I would also recommend asking the lead teacher for a little more information about the students that are coming that way you can help the tour guide tailor their speech to meet the students at their level. Reaching out to learn more about them not only helps you to be prepared for the group, but it also shows that you’re willing to go the extra mile to try and make sure this group has an enjoyable visit. I hope this helps.

Hi everyone,

I'm hoping to learn how other museums handle a situation we've recently encountered, particularly as it relates to guided school tours led by volunteer docents.

We have a school group of students with autism planning a visit. In addition to their teachers and school chaperones, each student is accompanied by an individual behavior specialist. While the group doesn't meet our standard ratio for additional complimentary chaperones, we're reviewing how best to accommodate these support staff while also considering the logistics of a volunteer-led tour.

I'm especially interested in whether your institution has a written policy that addresses one-on-one support staff, aides, or behavior specialists during guided tours. Do you have language that distinguishes them from traditional chaperones? If so, how do you balance accessibility needs with group management, volunteer guide expectations, and admissions polic ies?

If you're willing to share excerpts from your written policy—or simply describe how your institution approaches these situations—I would greatly appreciate it. 

Thank you in advance for any insights!

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