Eleventh International Conference on The Inclusive Museum

Abstract

In 2017, the National Museum of History in Taiwan organized a project for children with vision impairment and their carers as part of its practice of social inclusion. The content of the project was based on the collections in the Museum and it focused on the use of specific senses. The project eventually took place as a half-day program including an acoustic guided tour, 3D printing touching, educational activities, and art creations. Through the project, the children with vision impairment and their carers received more information about the museum and its collections via touching and hearing. They also benefited from interaction with different families, volunteers, museum staff, and teachers, which can be seen as the practice of social integration. Other participants also acquired some knowledge and skills through contact with others. In order to demonstrate the different relationships in the project, this paper divides the participants into several learning styles on the basis of participant observation. In the aspect of learning evaluation, it shows that the different participants have all gained something through the roles they played in the project. Moreover, the paper points out that the project has become a cooperative learning experience.