The Covid-19 pandemic has had pervasive repercussions and has triggered upheavals in how museums operate since 2020. The ensuing instability has compelled museums to adapt and update their approach to public art education, as museums are supposed to be committed to social and cultural inclusion for the community they serve. Faced with this wave of challenges, museums around the world attempt different ways to serve the visitors’ needs. Many museums provide programs for visitors with disabilities, and even before the pandemic, museums have produced educational contents for those having difficulty accessing the sites. This article reviews recent literature on inclusive education. It examines how museum art education could adapt to special visual, auditory, contact-based, cognitive, somatic and psychological needs. It also searches for sustainable models and applications in the post-pandemic eras, taking a case study into the experimental Morning at the Museum initiative at the Yingge Ceramics Museum in 2021. The article in the end hopes for the promotion, expansion and integration of inclusive art education in museums for people with disabilities to engage in museums’ offerings of art education.