by dragana.maksimovic -

Impulse #8

Feedback

This week was all about feedback. After months of deep diving into research, I had the chance to discuss my master’s thesis progress with three different experts, each offering a unique perspective on my work. These conversations helped me reflect on where I am, what I’ve accomplished so far, and most importantly where I should go next.

First Round: Structuring the Next Steps

On Wednesday, I had a meeting with Ms. Ursula Lagger, who guided us through our master’s thesis proseminar this semester. Our conversation focused on my exposé, my current research state, and my plans moving forward. While I have already done a lot of research on the theoretical background, she emphasized that now is the time to shift towards the practical aspects of my work. One of the biggest takeaways from this meeting was the importance of structuring my prototyping phase. She encouraged me to make a clear plan on how and when I will move from expert interviews to practical examples, prototyping, testing, and iteration. Given the timeframe of our thesis, having a structured roadmap will help me stay on track and make the most of the time I have left. This feedback was a great reminder that while research is essential, it needs to be paired with practical application.

Second Round: Expanding My Perspective

Thursday’s meeting with Mr. Horst Hörtner from Ars Electronica Futurelab provided a completely different perspective. We talked about my passion for universal design, which has been a key motivation behind my thesis. He introduced me to companies that develop products for the medical field and have successfully conducted medical trials, as well as projects designed with autistic people in mind. Beyond technical guidance, he gave me valuable pointers on how to approach expert interviews and tell the story behind my research. He encouraged me to clearly define why this field of design is important to me and how my work connects to real-world problems. This discussion gave me a lot of insights into the bigger picture of universal design, showing me new opportunities for research and development in this space. More than that, it reinforced the importance of being passionate about what I’m designing.

Third Round: Bringing Ideas to Life

Today, I had a meeting with Mr. Kaltenbrunner from the University of Art and Design in Linz, who is also a co-founder of Reactable Systems, one of the inspirations for my last year’s prototype for design and research. Our conversation revolved around tangible user interfaces and how they could be used for children with autism. He showed me several existing projects for autistic children, which immediately reignited my interest in creating an interactive school table. We talked about the best way to start working on this idea, and he suggested that my first focus should be on designing the UI for the interface, essentially starting with a digital app before thinking about how to integrate tangible interaction. One concept that stood out from our discussion was fictional design, a method that encourages focusing on the concept and complexity of interactions first, rather than getting stuck on the technological limitations. Given the limited timeframe of my thesis, this approach makes a lot of sense. Instead of trying to perfect the hardware immediately, I should develop the experience and interactions first, then later explore how to make them tangible. This conversation was incredibly valuable because it helped me redefine my next steps. Instead of jumping straight into prototyping the hardware, I will first develop the digital interface, refine the user experience, and then gradually explore physical interactions.

These three rounds of feedback helped me gain clarity on my direction. Moving forward, I now have a clear structure for my thesis work:

  1. Finalize my research phase by conducting a few more expert interviews, now with a clearer understanding of what insights I need.
  2. Develop a structured plan for my prototyping phase, breaking it down into manageable steps.
  3. Start with digital prototyping, designing an interactive learning tool that can later be explored for tangible interaction.
  4. Use the concept of fictional design to refine my ideas, focusing on how the experience should feel before worrying about the technical aspects.

by dragana.maksimovic -

Impulse #7

Inclusive Educational Practices for Children with Autism in Bosnia and Herzegovina

For this impulse, I focused on researching the current state of inclusive education for children with Autism Spectrum Disorder (ASD) in Bosnia and Herzegovina. While inclusive education is officially recognized, its implementation remains inconsistent, leaving many children with autism without the necessary support to succeed in mainstream schools.

One of the key issues is that resources for individualized learning and inclusivity are limited. Schools often lack proper educational materials, adapted textbooks, and tools that could help children with ASD engage with lessons effectively. The system tends to follow standardized approaches that do not take into account the individual learning needs of children on the spectrum.

To gain deeper insight into these challenges, I conducted an expert interview with a school psychologist and a defectologist in Bijeljina. Their school is the only one in the city that offers a special education class for children with disabilities. Other schools do not have specialized support, meaning that many children with autism attend this one school, regardless of whether it is the best fit for their needs.

The psychologist explained the process of assessing students for special education. If a teacher notices that a child is struggling, they work with the school psychologist to recommend an assessment. However, it is ultimately up to the parents whether their child will be tested. In cases of ASD, students have two options: they can either join the special education class or remain in a mainstream classroom while following a curriculum for “Mild Intellectual Disability” with the support of a teaching assistant.

A major issue with this system is that the curriculum for mild intellectual disability is standardized—it is the same for all students, regardless of their individual abilities. The psychologist emphasized that children with autism require an individualized approach, yet the system does not allow for much flexibility. “The learning programs are copied from standard education systems and are not adapted to local resources and actual needs,” which often leads to frustration for students, teachers, and parents.

One of the biggest gaps in the education system is the lack of adapted learning materials. Children with ASD in special education classes do not have textbooks designed for their learning needs. Instead, teachers rely on basic tools like paper, pens, and didactic toys, which are often geared toward younger children. This creates a problem for older students, who are left using materials that do not match their cognitive level. Subjects like geography, chemistry, and physics require visual and practical aids, yet these are rarely available in special education settings.

Another significant issue is that support for children with ASD decreases as they get older. The ministry of education in Republika Srpska does not automatically provide teaching assistants for high school students. This means that families must hire private assistants if they want their child to continue education beyond primary school. The few students who continue their education often have to travel to specialized schools in Serbia, as Bosnia and Herzegovina does not offer many options nearby, beyond elementary school.

Beyond structural issues, cultural stigma surrounding autism remains a major obstacle. The psychologist and defectologist I interviewed recalled many cases where parents refused to accept that their child required special education. In rural areas, this is even more common, as acknowledging a child’s disability often means transferring them to a school in a different city, which many families are reluctant to do.

The stigma associated with autism extends beyond school. Many individuals with ASD struggle to become independent because they are not given the same opportunities to develop life skills. There are no vocational training programs tailored for individuals with autism, and work integration programs are rarely accessible to them. As a result, many children with ASD remain dependent on family care well into adulthood.

Reading and analyzing this topic helped me think critically about how educational tools could bridge some of these gaps. One key takeaway is that children with ASD need more structured and sensory-friendly learning environments—yet most schools in Bosnia and Herzegovina do not offer sensory integration tools. This directly relates to my research on designing multi-sensory learning tools that can support children with autism in adapting to traditional education settings.

Another point that stood out is the need for visual and interactive learning materials. Since children with ASD often struggle with traditional textbook-based learning, digital and physical tools could be an effective way to make subjects like geography and chemistry more accessible. I found it especially important that older children with ASD lack appropriate learning materials—a gap that my work could help address.

This research reinforced my belief that inclusive education is not just about placing children with autism in mainstream schools—it’s about making real adaptations to ensure they succeed. Bosnia and Herzegovina has taken some steps toward inclusion, but there are still significant barriers preventing children with ASD from getting the education they deserve.

For me, this is not just about identifying challenges—it’s about finding practical solutions. Designing educational tools means creating resources that make learning more engaging, structured, and supportive for children with autism. If we want to create real change, we need to rethink how we design learning environments so that they work for everyone.

by dragana.maksimovic -

Impulse #6

Temple Grandin (2010)

Watching the movie Temple Grandin (2010) was an eye opening experience, not just because of its portrayal of autism but because of how it redefines intelligence, creativity, and perseverance. The film tells the true story of Temple Grandin, a woman who, despite the challenges of growing up autistic in a world that didn’t understand her, became a groundbreaking scientist and advocate for neurodiversity.

One of the things that stood out to me was how the movie visualized Temple’s thought process. She doesn’t think in words, she thinks in pictures. The film brilliantly brings this to life through rapid flashes of images, detailed mental blueprints, and real-time problem-solving. Instead of seeing her thinking style as a limitation, it becomes clear that it’s her greatest strength. It allows her to revolutionize livestock handling, designing systems that are more humane and efficient, simply because she sees the world in a way others don’t.

There’s a moment in the movie where someone tells her she’s “different, not less.” That really stuck with me. Too often, autistic individuals are defined by what they struggle with rather than what they excel at. Temple’s story flips that narrative, her way of thinking isn’t wrong, it’s just different. And that difference leads to innovation.

Another aspect that hit me was the role of the people around her. Her mother, a professor, and a science teacher all saw her potential and pushed her to succeed, even when society was ready to give up on her. It made me think about how much impact the right support system can have. How many children are out there with minds full of potential but never get the chance to develop it because the world isn’t built for them?

This directly connects to my research. The film reinforced the idea that education shouldn’t be about forcing kids into a one-size-fits-all mold. It should be about meeting them where they are, recognizing their unique strengths, and giving them the tools to succeed. Whether that means using more visual aids, creating interactive experiences, or simply allowing for different ways of processing information, the goal should always be to include, not just accommodate.

by dragana.maksimovic -

Impulse #5

Temple Grandin: “The Autistic Brain”

As part of my research, I watched Temple Grandin’s talk at the Chicago Humanities Festival about her book The Autistic Brain. She shared powerful insights on autism, different ways of thinking, and how society often overlooks the strengths of neurodivergent individuals. Her talk made me reflect on the role of inclusive education and design, especially in creating tools that support different learning styles.

One of the key points she made is that autism isn’t a single condition—it’s a broad spectrum. Some people on the spectrum struggle with communication and daily tasks, while others, like Albert Einstein or Steve Jobs, may have been considered autistic by today’s standards but thrived in their fields. Grandin pointed out that traits like intense focus, pattern recognition, and logical thinking—often seen in autistic individuals—are what led to major technological and scientific advancements.

She made a really interesting comment:
„If we got rid of all the genetics that make autism, we wouldn’t have computers, we wouldn’t have electricity.“

This really stuck with me because it challenges the idea of autism as just a disorder—instead, it can be a different but valuable way of thinking. The challenge isn’t autism itself but how society fails to accommodate and nurture these unique abilities.

Grandin emphasized that people process information in different ways, and understanding these differences is key to inclusive education. She identified four main types of thinkers:

  1. Visual Thinkers (like herself) – Think in images, great at design, spatial awareness, and mechanics but struggle with algebra.
  2. Pattern Thinkers – See complex patterns, often excel in math, music, and abstract problem-solving.
  3. Verbal Thinkers – Think in words, strong in language-based tasks but may struggle with spatial skills.
  4. Auditory Thinkers – Process information through sounds and spoken words rather than visuals.

This made me think a lot about how traditional education systems fail to recognize these differences. Schools often push one way of learning—text-heavy, memorization-based approaches—which might work for verbal thinkers but leave out students who learn best through hands-on or visual methods.

Her talk reinforced the importance of creating diverse learning tools that cater to different ways of thinking. She talked about how many highly intelligent autistic children struggle in school simply because they aren’t given the right support.

This directly connects to my thesis—designing interactive, sensory-friendly learning tools can help bridge the gap between education and the different ways autistic children process information. Gamified learning, multi-sensory tools, and interactive design could make subjects like math, reading, and social skills more accessible to those who think differently.

The Importance of Pushing Kids to Be Independent

Another takeaway from Grandin’s speech was her concern about overprotection. She shared how her mother encouraged her to step out of her comfort zone, whether it was ordering food at a restaurant or hosting guests. She believes that helping autistic children develop independence early on is crucial, yet many parents and educators shield them too much, preventing them from gaining real-world experience.

This made me think about how learning tools should also help children develop practical skills—not just academic knowledge, but things like communication, problem-solving, and adaptability.

Watching Grandin’s talk was incredibly inspiring. It helped me realize that inclusive education isn’t just about making things easier—it’s about recognizing different strengths and giving all children the chance to thrive.

Some key ideas I want to apply to my work:

  • Designing for different types of thinkers – Creating educational tools that support visual, verbal, pattern, and auditory learning styles.
  • Encouraging independence – Developing tools that not only teach information but also life skills.
  • Promoting neurodiversity awareness – Highlighting the strengths of autistic individuals rather than just their challenges.

Temple Grandin’s perspective reinforced why design matters in education. It’s not just about creating “accessible” tools—it’s about making sure every child, no matter how they think, has the opportunity to learn, grow, and contribute in their own way.

by dragana.maksimovic -

Impulse #4

Otsimo – A Learning App for Children with Autism

As part of my research on inclusive educational tools, I spent time exploring Otsimo, a learning app designed specifically for children with autism and other special educational needs. Since I’m focusing on how digital and physical tools can support individualized learning, I wanted to see how this app approaches engagement, accessibility, and adaptability for neurodivergent learners.

Otsimo is structured as a gamified learning platform, offering interactive activities in fields like language, math, emotions, and daily life skills. The interface is colorful, simple, and distraction-free, which is crucial for children who may struggle with sensory overload. Right from the start, I noticed how the app focuses on clear instructions, minimal animations, and a predictable layout, making it easier for children with ASD to use.

What stood out to me was how customizable the experience is. Parents and teachers can adjust difficulty levels, track progress, and modify settings to match a child’s learning pace. This aligns with what I’ve learned in my research, that flexibility is key when designing educational tools for children with autism. Each child learns differently, and having the ability to adapt the tool to their strengths and challenges is a big advantage.

One of the aspects I loved about Otsimo is how it integrates multi-sensory learning. The app uses:

  • Visual prompts to help children recognize objects, letters, and emotions.
  • Audio feedback to reinforce correct answers and provide gentle guidance.
  • Touch-based interactions that allow children to drag, match, and draw as part of the learning process.

Another feature I found really valuable is the AAC (Augmentative and Alternative Communication) tool included in Otsimo. Many children with autism experience challenges with verbal communication, and this feature allows them to express needs and emotions through symbols and text-to-speech options. It made me think about how digital tools can bridge the communication gap, especially for non-verbal children or those who struggle with social interactions.

In my expert interviews, one of the main issues educators mentioned was the lack of individualized support in classrooms. This kind of AAC tool could be extremely helpful for children in inclusive settings, allowing them to communicate more easily with teachers and peers.

Exploring Otsimo reinforced some key ideas for my thesis:

  1. Personalization Matters – Every child with autism has different learning needs, and tools should be adaptable.
  2. Gamification Works – Learning feels more natural when it’s engaging and interactive.
  3. Multi-Sensory Design is Key – Combining visuals, sounds, and touch-based interactions makes education more accessible.
  4. Technology Can Support Social Skills – Digital tools like AAC devices help children communicate and navigate social situations.

While Otsimo is a great tool, I also started thinking about how physical tools could complement digital learning. For example, could an app like this be paired with tactile learning materials or scent-based elements to make it even more immersive? This is one of the questions I want to explore further in my work.

Trying out Otsimo was a really valuable experience. It showed me how well-designed digital tools can support individualized learning, and it gave me ideas on how I can integrate similar principles into my own research. I still believe that physical interaction is just as important as digital engagement, but Otsimo is a great example of how technology can help make education more inclusive, structured, and engaging for children with ASD.

I’m excited to continue exploring both digital and physical learning tools and finding ways to combine the best aspects of both. This experience definitely gave me new inspiration for my thesis and future design projects!

References:

https://otsimo.com/en

by dragana.maksimovic -

Impulse #3

CoSA – Center of Science Activities, Graz

Visiting CoSA was such a cool experience, I was planning to do it for a long time, and it seemed like a perfect opportunity to somehow try to connect it to my research topic for my master thesis. The center is all about making science fun and hands-on, which got me thinking about how learning tools can be more engaging for kids, especially those with different needs.

CoSA has all kind of exhibits that approached different scientific topics, like math and physics. Instead of feeling like I was just passing through and absorbing information, I was actively involved in the learning process—solving puzzles, treating patients, building my own car… it felt more like a game than a lesson. All of this reminded me how important it is to make learning fun, rather than something stressful or overwhelming. This visit showed me that when learning is designed to be playful, it becomes more intuitive and natural for everyone.

I was really looking forward to checking out the AR exhibition, but unfortunately it was closed when I visited. I can only imagine how augmented reality could add another layer to these interactive experiences, and it made me think about the potential of digital tools in education.

I have to admit, I completely lost track of time while I was there. I felt like a kid again, excited to try everything. This made me realize how powerful interactive learning can be when it’s done right. It doesn’t just teach, it pulls you in, making you want to explore more. That’s exactly the kind of experience I want to create for my master thesis, learning that feels natural and fun.

What I Took Away From This Visit:

  • Multi-Sensory Learning Works
    CoSA does a great job of making science interactive by engaging different senses. This really connects to my research, especially for kids with autism.
  • Hands-On Learning is More Engaging
    Instead of just looking at information, visitors at CoSA get to experiment and explore. This made me think about how learning tools should focus more on interaction rather than passive learning.

My visit to CoSA really reinforced the idea that learning should be interactive, inclusive, and engaging. Seeing these concepts in action gave me a lot of ideas for my own research, and I hope to apply some of these insights to the educational tools I design in the future.

by dragana.maksimovic -

Impulse #2

Mismatch by Kat Holmes – How Inclusion Shapes Design


For this blog post, I reflect on Mismatch: How Inclusion Shapes Design, a book by Kat Holmes. Holmes challenges designers to think beyond the „one-size-fits-all“ mindset and consider how exclusion often stems from poorly designed systems. This book gives great insights into how inclusive design not only addresses the needs of marginalized communities but creates better experiences for everyone, which would also be the goal of my future research and work.

Mismatch as the root of exclusion

Holmes defines a „mismatch“ as the gap between a person’s abilities and the design of a product or environment. These mismatches create barriers that exclude individuals from fully participating in society. She argues that exclusion is often unintentional and comes from design decisions that overlook the diversity of human experiences.

Inclusion amplifies innovation

Holmes emphasizes that designing for inclusion doesn’t just solve problems for a small group, it can lead to innovations that improve experiences for everyone.

Start with people, not solutions

Holmes advocates for a human-centered design approach that prioritizes understanding the needs and experiences of users before jumping to solutions. She stresses the importance of involving diverse voices throughout the design process.

Inclusive design is a practice, not a checklist

Holmes warns against treating inclusion as a one-time task. Inclusive design is an ongoing process of identifying mismatches, testing solutions, and iterating based on feedback.

How this book shapes my approach

The author’s emphasis on identifying mismatches resonates deeply with my goal of creating educational tools that truly meet the needs of children with autism. Her framework provides a clear path forward:

  1. Understand the user experience: Conduct interviews and observations to identify where mismatches occur in current tools and approaches.
  2. Collaborate with users: Involve children and their caregivers in the design process to co-create solutions.
  3. Test and iterate: Treat every prototype as an opportunity to learn and improve, making sure that the tools evolve with the needs of the users.
  4. Think beyond disabilities: Consider how inclusive features can benefit all users, creating tools that are universal in their appeal and usability.

Kat Holmes’ Mismatch is a great reminder that exclusion is a design choice—and so is inclusion. By addressing mismatches, we can create products and environments that actually help and empower users.

References:

Holmes, Kat. Mismatch: How Inclusion Shapes Design. United Kingdom: MIT Press, 2018.

by dragana.maksimovic -

Impulse #1

World Usability Congress

Just like last year, the World Usability Congress gave me a lot of really great insights. After my experience last year, I already knew what to expect, which helped me organize the time spent there and focus on the talks that seemed the most important to me, since seeing all of them was not possible. I spent most of my time in the “Accessibility & Inlcusion” room this year, and one talk from the second day left the biggest impression on me, especially because I was listening  with my master thesis topic in mind.
Mari-Ell Mets from Trinidad Wiseman gave a talk titled „Website and Apps for Everybody – Making Accessibility Easy.“ The presentation focused on practical strategies to make digital platforms more inclusive, offering advice for creating user-friendly websites and apps for everyone, including those with special needs. The presentation laid out ten essential rules for improving accessibility, each of which provides valuable guidance for my own work. I summarized the key takeaways and how they connect to my research.

1. Avoid Moving Content

Mets stressed the importance of avoiding autoplaying videos, animations, or sounds, which can overwhelm users. She also recommended providing a „stop“ button for any moving content and eliminating flickering elements entirely.

2. Use Contrasted Colors

Proper color contrast is essential for readability. Mets outlined the recommended contrast ratios: at least 4.5:1 for regular text and 3:1 for larger or bold text. She emphasized avoiding text over images and using tools like contrast checkers to ensure compliance.

3. Adapt to User Settings

Websites and apps should respect a user’s browser or device settings, such as font size or color preferences. Mets encouraged the use of relative font and container sizes to ensure flexibility.

4. Ensure Keyboard Navigation

Accessibility isn’t complete without full keyboard navigation. Mets highlighted the importance of using native elements, avoiding drag-and-drop actions, and carefully managing focus order.

5. Make Focus Visible

It’s crucial for users to see where their keyboard focus is on the page. Mets advised keeping focus styles visible and maintaining a logical focus order throughout the site.

6. Specify Language in Code

To support screen readers and multilingual content, the language of the page must be defined using the lang attribute in the code.

7. Reflect Visual Relationships in Code

Visual structures, such as headings, lists, and tables, must also be coded correctly to make sense to assistive technologies. Mets recommended testing with screen readers to ensure usability.

8. Clearly Define UI Elements

Each user interface element must have a defined name, role, and value in the code. Mets encouraged the use of native elements and careful research before implementing ARIA attributes.

9. Provide Text Alternatives

Mets highlighted the importance of providing text alternatives for informative images and hiding decorative images from assistive technologies.

10. Deliver Clear Error Messages

Error messages should clearly indicate what went wrong and how to fix it. Mets emphasized providing clear labels, marking errors visually, and ensuring screen readers can announce the messages.

Conclusion

Mari-Ell Mets concluded the talk by emphasising that accessible design benefits everyone, not just those with disabilities. For my research, this presentation really showed the importance of accessibility as a foundation for designing educational tools. Incorporating these principles into my work will ensure that the tools I create are inclusive, empowering children with autism to engage confidently with technology.

by dragana.maksimovic -

Evaluation of a Master Thesis

Title: Enhancing Educational Experience: A Digital Approach to Visual Education Tool for Children with ASD (Autism Spectrum Disorder)
Author: Gladys Theresia Suryana
University: Aalto University School of Arts, Design and Architecture
Master’s Degree Course: International Design Business Management – Arts Department of Design

In this blog post, I have decided to evaluate a master thesis by Gladys Theresia Suryana called „Enhancing Educational Experience: A Digital Approach to Visual Education Tool for Children with ASD (Autism Spectrum Disorder)“. I decided on this thesis because it seemed relevant to my current research topic, therefore I studied it according to given criteria.

Level of design

This thesis has a very user-centered approach. By collaborating with educational institutions and involving caregivers and therapists, the work demonstrates a careful design process that takes into account the unique needs of ASD students, demonstrating a high level of empathy and understanding of the design context.

Degree of innovation

The work shows a high degree of innovation, especially in the integration of co-design methods to create a visual educational tool for children with ASD. Even though the application of digital tools in education is not new, the focus on creating visual tools specifically for children with ASD and using a feedback system makes this approach really interesting.

Independence

Suryana did extensive research for this thesis with minimal relying on assistance from others. This independent approach shows a high level of initiative in solving the problem.

Outline of structure

The structure of the paper is well organized, it logically moves from the literature review and research of ASD challenges to the development and application.

Degree of communication

Communication in the paper is clear and precise, especially considering the complex topic about ASD and visual educational tools. The work includes interviews and case studies, demonstrating Suryana’s ability present information in an engaging and accessible way.

Scope of the work

The scope of work is appropriate for a master’s thesis, including a literature review on autism, current state of education, and specific requirements for visual tools.

Orthography and accuracy

The spelling and accuracy of the work seem very precise, with terminology that is accurately used in the context of educational techniques and design methodology for ASD, which contributes to credibility.

Literature

The paper includes a wide range of literature, with references covering ASD, design thinking, educational tools and co-design processes. This approach shows an understanding of interdisciplinary sources, which is critical in addressing inclusive design.

This blog post was written with the help of Chat GPT, used for english translations and spelling.