April 19, 2024

Categories: Anxiety, ASD, Other

Amusement Park Accommodations for Autism

By: Jessica Tschida, M.A., TLLP & Janelle Schenk, LLMSW

Environment Accessibility 

The Americans with Disabilities Act, or ADA, was passed in 1990 to support the provision of more inclusive environments (Essex-Sorlie, 1994). While this was an important turning point in making spaces more accessible for individuals with disabilities, many spaces built before the passing of this act continue to be inaccessible and lack universal design (Carl, 2020). The Centre for Excellence in Universal Design defines universal design as “the design and composition of an environment so that it can be accessed, understood, and used to the greatest extent possible by all people regardless of their age, size, ability or disability” (Centre for Excellence in Universal Design, 2024). Without strong universal design, it is possible that certain groups of individuals, like autistic individuals and their families, may need to seek out additional accommodations when they visit spaces without universal design.

Potential Challenges 

One common space that autistic individuals and their families may visit as spring and summer approach are amusement parks. While this can certainly be a fun experience, some aspects of the environment may present additional challenges for autistic individuals and/or their caregivers. For example, an autistic individual may experience distress with a change in their routine when traveling, staying in a hotel, or just having a different day to day experience than the one to which they are accustomed (Leffel, 2022). At the amusement park, there is also the possibility for sensory overload as many spaces can be quite stimulating (Leffel, 2022). Further, there can be the potential for increased caregiver stress when trying to navigate this kind of environment with a neurodivergent child (Sedgley et al., 2017).

Potential Supports

The good news is that there are several helpful supports that can mitigate these challenges (Morrin & Cunningham, N.D.; Sedgley et al., 2017). For example, using social stories or visual schedules for anything from getting on a plane to the specific rides you might ride can limit distress with change in routine. Some amusement parks, like Sesame Place, even make free social story videos to watch on YouTube (see resources below). Another support to limit distress with change in routine is making time to practice for the visit. For example, you might consider practicing waiting in line by visiting the local grocery store at a busy time. You can also increase preparation by looking at maps of the amusement park and reading ride guides. 

To reduce sensory overload, it can be helpful to research crowd calendars and select a visit date or time that might be a bit less busy than usual. Ride guides can also be helpful to ensure you select rides that will have an appropriate amount of sensory input. If you are visiting a park with characters, it can also be helpful to talk to the characters’ handlers to let them know about any needs, like being uncomfortable with being approached or giving hugs. If you’re planning to view any parades or shows, it’s also a good idea to ask guest services where you might be able to find a less noisy or crowded spot if needed. Of course, bringing along your ear protection and sunglasses is always helpful too. 

To reduce caregiver stress, it can be really helpful to talk to guest services to make sure you and your child are receiving access to any support you may need. Amusement Parks like Cedar Point and Disney World have entire pages and/or resource guides for neurodivergent individuals visiting the park (Cedar Point, N.D.; Disney, N.D.; Schinner, 2018). A final tip is to also remember that it is okay to not do everything and to take breaks. You may even want to have each family member on the trip make a list of “top 3” and have anything else you are able to do be an added bonus. 

Conclusion and Resources 

Despite many amusement parks continuing to lack universal design and associated challenges for autistic individuals and their families, several potential supports and accommodations can make a trip easier. Accessibility Services at amusement parks are an especially great place to start for receiving any accommodations you may need during a visit. 

References

Carl, M. (2020). ‘It’s An Accessible World After All’: Evaluation of Amusement Park Accessibility and Accommodations for Guests with Disabilities.

Cedar Point (N.D.). Accessibility. https://www.cedarpoint.com/accessibility 

Centre for Universal Design (2024). Definition and Overview of Universal Design. https://universaldesign.ie/about-universal-design/definition-and-overview

Disney (N.D.) Services for guests with cognitive disabilities. https://disneyworld.disney.go.com/guest-services/cognitive-disabilities-services/ 

Essex-Sorlie, D. (1994). The Americans with Disabilities Act: I. History, summary, and key components. Academic Medicine, 69(7), 519-24. 

Leffel, L. (2022). Sensory Overload: Creating Autism-Friendly Areas In Theme Parks Through Universal Design Principles. 

Morin, A. & Cunningham, B. (N.D.). 9 ways to manage sensory overload at theme parks. Understood. https://www.understood.org/en/articles/9-ways-to-manage-sensory-overload-at-theme-parks  

Schinner, Amy. (2018). Mouse ears for everyone: A guide to Walt Disney World for guests with special needs. Cincinnati, OH: Theme Park Press.  

Sedgley, D., Pritchard, A., Morgan, N., & Hanna, P. (2017). Tourism and autism: Journeys of mixed emotions. Annals of Tourism Research, 66, 14-25.

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