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In order to establish an effective museum convergence education guide and model, this study first sought ways to redefine the local and social role of art museums for the people with autism developmental disabilities. Second, the effectiveness of art enjoyment, mental recovery, and self-exploration were analyzed, and through the participation of family guardians in art museum programs. Third, various attempts and new role implications were derived to expand the social convergence platform of art museum exhibition-linked education. Fourth, an integrated model such as communication, healing, empathy, sharing, and support was established in the guidelines for convergence education at the Museum of Art for the Disabled in the Autism Spectrum. This study verified the effectiveness by analyzing the operation of two curriculums, Dreamcatcher Craft Class and Ribbon Embroidery Family Frame Collaboration Class, in line with the theme of ICOM Museum Week. As a result of the study, this study presented physical and social solutions to increase accessibility to art museums. It also suggested the need for a dual strength that can lead to art museum education. In particular, it emphasized the need for art museum, organizations for the disabled, and public institutions to cooperate with governance. In addition, by studying the necessity of active learning in art museums, the needs to expand guidelines for integrated art museum convergence education was suggested.

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