Abstract
The researcher utilized the Multisensory Learning Theory and the Three-Dimensional Engagement Theory to support the methodology of this study, which employed both quantitative and qualitative methods of data collection through a combination of surveys and interviews. The research participant selection process was a purposive sample taken from two specific special educational schools in Fujian Province of China. There were thirty children who were visually impaired who participated in both multisensory exhibitions and conventional exhibitions. Based on the quantitative data collected, there was found to be a very large effect size on all dimensions of comfort, engagement, reinforcement, meaningfulness, and service for the children who attended the multisensory exhibition versus those who attended the traditional exhibition of museum exhibits. The qualitative data revealed that through the use of tactile, auditory, and visual stimuli, the children who attended the multisensory exhibition were afforded much greater emotional security, were more curious, and had a much stronger base for a cognitive understanding of the exhibits. Additionally, through a supportive staff member interaction environment, the children-built confidence and a sense of belonging. It offers practitioners an evidence-based reference for creating inclusive, child-focused educational environments that promote autonomy, confidence, and substantive participation for visually impaired learners.