An exploratory study on children with special needs experiencing museum services: research data and lessons from being art museums

Abstract

Museums can provide positive services for children with special educational needs and disability. Literature indicates that Chinese museums still lack adequate attitudinal inclusion practices for children with special needs. This study employs empirical investigation to explore how museums might enhance their offerings for children with special needs, while exploring the challenges and requirements that they are facing when engaging in cultural activities. Using questionnaires, interviews, and observations, this study examines the impact of experience at the Being Art Museum, Shanghai, on children with special needs. The data reveals that through multisensory experiences, appropriate communication methods, and scientific emphasis, and experience construction, museums can provide unique perceptions and experiences for children with special needs, thereby promoting social inclusion. The study concludes by offering academic references and optimization suggestions, improving museums’ understanding of information and cultural needs of children with special needs in an informal learning environment.