All museum visitors should be able to go to any museum they like and observe the artworks they prefer. For
visually impaired people this is often not the case, even though museums have a social responsibility to make 
their collections accessible for everyone. Especially since the United Nations agreed on the rights of persons with disabilities to live independently and participate fully in
all aspects of life (2006). The process of creating a more inclusive cultural sector is well underway, but people with a visual impairment are often excluded from truly experiencing the art world. In my thesis I explored opportunities for Dutch museums to bridge this gap. The Netherlands counts 320.000 people with a visual impairment (in different forms). Having a visual impairment affects many aspects of life, ranging from practical to psychological and social problems. Being dependent on others is experienced as a key disadvantage. Visually impaired people want equal chances in what society provides to the public, including art. They like to be free in choosing when to go to a museum and what artworks to explore rather than depend on special museum tours and selected art to experience with multiple senses. They also like to explore art together with a companion; a sighted friend, family member or partner. They want a playful social interaction; they dislike experiencing art only through the eyes of their companion. The question is how to create an equal, balanced experience with a sighted person. In order to explore the value and richness of an artwork, visually impaired people put a strong emphasis on the use of multiple senses. Unlike visually impaired people, sighted people can explore artworks, as they prefer. I found inspiration for my design in two principles on how sighted people explore visual art: Visual Thinking Strategy (VTS, 2020) and a principle by Panofsky. VTS is a learning method to observe, listen and build on each other without judgment when looking at art. The Panofsky principle consists of 3 layers: 1. Gather visual information; 2. Apply meaning to what is observed; 3. Think about what is observed and seek to broaden the meaning. (Messham-Muir, 2014). Visually impaired people can receive pure visual information through observational techniques. Sighted people can learn from using other senses than just sight. Both get a deeper understanding by talking to each other, seeking the underlying meaning and building knowledge together. After my analysis, I designed and prototyped ideas. The most promising idea turned out to be a toolkit with guidelines and tools for multi-sensory experiences: describing, (tactile) drawing, enacting, talking and touching. I developed this idea into a concept design and tested it with the target audience. The playful and interactive tools create an equal museum experience for visually impaired people (different levels) and their sighted companion. The toolkit is designed in such a way that interaction leaves room for own imagination and interpretation about the artwork. Visually impaired and sighted visitors will discover equally interesting information. It helps them to interact socially, start dialogue and exchange thoughts about artworks. The toolkit can be used independently at any time, at any museum and for any type of artwork.