This article explores how neurodivergent perspectives can transform accessible museology in Italy. Using a hybrid qualitative methodology and an autoethnographic case study conducted with Fateci Posto APS, it examines how sensory environments, institutional practices, and co-designed museum visits can boost agency, sensory regulation, and societal participation. The study highlights structural barriers within educational departments, and introduces a repeatable toolkit that supports trust, autonomy, and sustained participation. It argues that neurodivergence operates as a situated epistemic resource capable of reshaping museum policies, educational practice, and modes of cultural participation.