ASD – desres23.designandcommunication.net

by dragana.maksimovic - 31. Januar 202531. Januar 2025

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:

Finalize my research phase by conducting a few more expert interviews, now with a clearer understanding of what insights I need.
Develop a structured plan for my prototyping phase, breaking it down into manageable steps.
Start with digital prototyping, designing an interactive learning tool that can later be explored for tangible interaction.
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 - 31. Januar 2025

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 - 4. Januar 202529. Januar 2025

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:

Visual Thinkers (like herself) – Think in images, great at design, spatial awareness, and mechanics but struggle with algebra.
Pattern Thinkers – See complex patterns, often excel in math, music, and abstract problem-solving.
Verbal Thinkers – Think in words, strong in language-based tasks but may struggle with spatial skills.
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 - 26. Dezember 202429. Januar 2025

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:

Personalization Matters – Every child with autism has different learning needs, and tools should be adaptable.
Gamification Works – Learning feels more natural when it’s engaging and interactive.
Multi-Sensory Design is Key – Combining visuals, sounds, and touch-based interactions makes education more accessible.
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 - 23. Juni 2024

Choosing the right approach – Where to start?

After discussing my topic and thinking about what the first prototype could look like, I have decided to narrow down my approach. The goal is to create a simple learning experience from start to finish, that could be tested in a real life situation.

First step was to discover the struggles that children with cognitive disabilities face in traditional learning environments. After that, I looked into different curriculums for the first 3 grades of elementary school, as that would be the demographic that I want to address for the start. While doing my research, I came across an interesting observation. Children with cognitive disabilities, more specifically ASD, often struggle with subjects like math, but when approached carefully by their teachers, with special care and focus on the subject, they thrive and become very good.

Looking into existing solutions for interactive math learning platforms, I’ve realizes that there is a lot of online learning platforms that offer interactive and engaging experiences. Platforms like Starfall and CTC Math are popular choices among educators and parents for enhancing math learning. However, when it comes to catering to children with cognitive disabilities, there is room for improvement.

1. Starfall: A Playful Approach to Learning

Strengths

Engaging Content – Starfall is renowned for its engaging and visually appealing content that captures the interest of young learners. Its use of animations, songs, and interactive activities makes learning fun and helps to keep students engaged for longer periods.

Foundational Skills Focus – The platform emphasizes foundational math skills, such as counting, addition, and subtraction, which are crucial for young learners and serve as the building blocks for more complex math concepts. This is particularly beneficial for students who need to strengthen their basic math skills.

Accessibility – Starfall offers a user-friendly interface with simple navigation, making it accessible for young children and those with limited digital literacy.

Limitations for Students with Cognitive Disabilities

Lack of Personalized Learning Paths – While Starfall provides a range of activities, it lacks the ability to create personalized learning paths that adapt to the individual needs and progress of each student. Children with cognitive disabilities often benefit from tailored instruction that meets their specific learning requirements.

Limited Support for Higher-Order Skills – The platform’s focus on basic skills means it does not adequately support the development of higher-order thinking and problem-solving skills, which are essential for more advanced math learning. This can limit its usefulness as students progress to higher grade levels.

Minimal Sensory Accommodations – Starfall does not offer significant sensory accommodations such as adjustable audio levels, customizable visual settings, or alternative input methods that could benefit students with sensory processing disorders or other cognitive disabilities.

2. CTC Math: Comprehensive Learning with Room for Growth

Strengths

Comprehensive Curriculum – CTC Math offers a comprehensive curriculum that covers a wide range of math topics from basic arithmetic to advanced calculus. This breadth ensures that students can progress through the curriculum at their own pace and access material appropriate for their grade level and ability.

Interactive Lessons – The platform features interactive lessons with step-by-step video tutorials, which can be particularly helpful for visual and auditory learners. This format allows students to revisit and review lessons as needed, reinforcing their understanding of key concepts.

Assessment Tools – CTC Math provides extensive assessment tools, including quizzes and tests that allow educators to monitor student progress and identify areas where additional support is needed. This feature is useful for tracking the development of students with cognitive disabilities and tailoring instruction to their needs.

Limitations for Students with Cognitive Disabilities

Limited Customization – Despite its comprehensive curriculum, CTC Math does not offer significant customization options to adapt lessons to the unique learning needs of students with cognitive disabilities. Personalized learning experiences that cater to individual strengths and challenges are essential for these students.

Complex Interface – The platform’s interface can be overwhelming for students with cognitive disabilities, who may struggle with navigation and the multitude of features available. Simplifying the user interface and providing clear, intuitive navigation could improve accessibility for these students.

Insufficient Sensory Support – CTC Math lacks features that address the sensory needs of students with cognitive disabilities, such as adjustable contrast, text-to-speech capabilities, or interactive elements that cater to sensory preferences. Incorporating these features could significantly enhance the learning experience for these students.

3. Improving Math Learning Platforms for Everyday Classroom Use

Enhancing Personalization

One of the primary ways to improve math learning platforms for students with cognitive disabilities is through enhanced personalization. Adaptive learning technologies that tailor content to the individual needs, pace, and learning style of each student can provide more effective and inclusive educational experiences. Incorporating algorithms that adjust the difficulty of tasks and offer personalized feedback can help ensure that each student receives the appropriate level of challenge and support.

Simplifying User Interfaces

A common barrier to accessibility in existing math learning platforms is complex user interfaces. Simplifying these interfaces by reducing clutter, using clear and consistent navigation elements, and providing visual cues can make the platforms more user-friendly for students with cognitive disabilities. Features such as larger buttons, minimalistic design, and straightforward instructions can help these students navigate the platform more independently.

Incorporating Sensory Accommodations

To better serve students with sensory processing issues, math learning platforms should incorporate a variety of sensory accommodations. Options like adjustable audio settings, customizable visual themes, and the ability to use tactile or kinesthetic inputs can create a more inclusive learning environment. Additionally, providing alternative input methods, such as speech recognition or switch access, can make the platforms more accessible to students with a range of physical and cognitive disabilities.

Providing Real-Time Feedback and Support

Platforms should include features that offer real-time feedback and support to help students understand their progress and areas for improvement. Interactive elements that provide instant feedback on tasks and offer hints or explanations for incorrect answers can facilitate learning and prevent frustration. Incorporating a help feature that allows students to ask questions or seek assistance can also be beneficial, particularly for those who may struggle with certain concepts.

Encouraging Collaboration and Social Interaction

Math learning platforms can benefit from incorporating features that encourage collaboration and social interaction among students. Tools such as shared problem-solving activities, collaborative projects, and discussion forums can help students develop important social skills and learn from their peers. For students with cognitive disabilities, these features can provide valuable opportunities for social engagement and support.

References:

Starfall. (2024). https://www.starfall.com/h/index-grades123.php

CTC Math. (2024). https://www.ctcmath.com/

https://www.adinaaba.com/post/teaching-math-to-students-with-autism

https://autism.org

by dragana.maksimovic - 23. Juni 202423. Juni 2024

The Power of Visual Aids in Enhancing Learning in Schools

Like I mentioned in my previous blog post, visual aids can be a very powerful and important tool in helping children with cognitive disabilities to overcome struggles in school and every-day life. In this blog post I will explore different types of visual aids and their benefits.

Visual aids encompass a wide range of tools including visual schedules, picture cards, emotion charts, and other non-verbal communication methods. These tools help children understand their daily activities, transitions, and expectations, thereby reducing anxiety and resistance. Visual schedules, for example, can include illustrations, photographs, words, or videos outlining a series of tasks or events.

Visual aids are particularly beneficial for autistic children, who often process information better visually than verbally. These aids help in reducing stress associated with unplanned changes and enhance their ability to communicate and interact with their surroundings.

Benefits of Visual Aids for Children:

Routine and Predictability – Visual aids help children establish and follow routines, reducing anxiety associated with unpredictability. A well-structured schedule showing tasks such as waking up, brushing teeth, and packing a school bag can give children a sense of control and stability.

Smooth Transitions – Knowing what comes next helps children transition more easily between activities. This is particularly beneficial in a classroom setting where transitions occur frequently.

Enhanced Independence – Visual aids can empower children by giving them the tools to understand and manage their tasks independently. This fosters a sense of responsibility and self-reliance.

Reduced Negotiations – With a visual schedule in place, children can see what is expected of them, reducing the need for verbal negotiations and repeated instructions.

Improved Communication – For non-verbal children or those who struggle with verbal communication, tools like the Picture Exchange Communication System (PECS) provide a way to express needs and preferences effectively.

References:

https://littlefeettherapy.com/why-are-visual-schedules-helpful-for-children

https://www.autismparentingmagazine.com/benefits-of-autism-visual-supports

https://theeducationhub.org.nz/supporting-autistic-children-using-a-visual-scheduling-tool

by dragana.maksimovic - 23. Juni 202423. Juni 2024

Challenges of traditional learning environments

To better understand how to approach my idea next, I wanted to look closer into what challenges children with cognitive disabilities face and which methods could be used to create a more inclusive and supportive environment.

When asked which struggles they encountered while in school, people with autism and ADHD gave some of the most common challenges:

Difficulty with Social Interaction – Struggling to understand social cues and engage in typical social interactions, as well as working in groups and speaking in front of people

Difficulty Processing Information – Finding it hard to focus on tasks, getting easily distracted and needing time to process new information

Communication Difficulties – Being misunderstood, seen as rude when using blunt language which often leads to feeling overwhelmed and anxious

Sensory Challenges – Sensory overwhelm from loud noises, lights and bigger crowds

Rules, Routines, and Expectations – Often not understanding instructions or expectations, as well as having trouble understanding inconsistent rules and changing routines

There are many ways in which these issues can be addresses. After doing some research I found a couple of suggestions that could help children with cognitive disabilities, while also keeping the learning environment motivating for all other children:

Using Concrete Language and Visual Aids –Clear, concise instructions and visual aids can help autistic children understand what is expected of them. Demonstrations and visual schedules can provide the structure they need to succeed

Step-by-step instruction –Breaking down lessons into sequential steps allows students to grasp each component before moving on to the next. This approach reduces confusion and builds a solid foundation of understanding.

Repeated practice and reinforcement – Providing opportunities for students to practice and reinforce their skills ensures mastery and retention of concepts.

Sensory Accommodation – Identify sensory triggers and find ways to reduce them. This might include providing noise-canceling headphones, creating a quiet corner in the classroom, or using dim lighting to create a calmer environment.

Consistent, Calm Communication – Use a steady, calm tone of voice when addressing children, especially when giving feedback. They can be sensitive to changes in tone, which can affect their understanding and response.

References:

https://lighthouseautismcenter.com/blog/why-autistic-children-have-difficulty-learning-regular-classroom

https://www.authenticallyemily.uk/blog/challenges-autistic-and-adhd-children-face-at-school-and-what-can-help

https://www.autismconnect.com/blogs/challenges-faced-by-kids-with-autism-in-classrooms

by dragana.maksimovic - 28. Januar 2024

Changing the learning environment with sensory rooms

Sensory rooms have become a common and valuable addition to schools, hospitals, and community centers, offering a controlled environment with sensory-focused equipment. These spaces are designed to cater to individuals with learning difficulties, providing tailored sensory experiences. In this blog post, we explore the purposes, benefits, and research surrounding sensory rooms, shedding light on their role in supporting children with learning difficulties in classrooms.

Sensory rooms serve multiple purposes, acting as self-organization spaces, calming areas, and skill training centers. They are inclusive environments where students of all ages and abilities can explore together. The well-designed structure of these rooms allows for the control and monitoring of sensory experiences, addressing challenges such as overstimulation and stress. Moreover, sensory rooms play a crucial role in sensory integration therapy.

These rooms are not limited to students alone; they also benefit facilitators, teachers, parents, caregivers, and therapists. Individuals with multiple disabilities, often experiencing sensory impairments, find relief in sensory rooms by controlling sensory input, eliminating distractions, and helping them make sense of their external environment.

Ongoing research on sensory rooms has demonstrated their effectiveness in reducing and managing stress and aggression. Therapists utilize these rooms for reflective learning during critical incident debriefing, and they have shown success in reducing stereotyped behaviors in adolescents and adults. Additionally, the use of sensory rooms has been linked to increased attention and focus.

Common components of sensory rooms include bubble tubes, fiber optic sprays, beanbag chairs, interactive wall boards, rocking chairs, stereo or MP3 players with headphones, therapy balls, lighting/projectors with various colors and patterns, weighted blankets or lap pads, flowing water fountains, bins with assorted sensory activities, and aromatherapy diffuser kits. Bubble tubes, a prevalent component, provide visual and calming sensory stimulation. They serve as a focal point for attention, aiding in reflective learning and meeting individualized education program (IEP) goals. Projectors in sensory rooms transform spaces, offering scenario-driven environments that enrich multiple senses, promoting engagement and inspiration.

Before designing a sensory room, considerations should include the individual needs of the users, the number of individuals using the room simultaneously, its intended use, and long-term adaptability. Adequate space, proper layout, and attention to details like floor coverings and equipment placement are essential. Staff training is crucial to ensuring a well-utilized and effective sensory room. Schools, especially mainstream ones, can be noisy and overwhelming. Sensory rooms provide a practical solution by offering calming and safe spaces for pupils with autism and special educational needs. These rooms serve various purposes, including acting as therapeutic environments, aiding in physical skill development, and providing spaces for emotional regulation and learning management.

Children on the autism spectrum, those with learning difficulties, developmental delays, sensory impairments, and behavioral issues all stand to gain from the presence of sensory rooms in schools. These spaces cater to diverse learning styles and offer an inclusive, positive learning experience.

The term Special Educational Needs (SEN) encompasses individuals requiring additional support in a learning environment. While mainstream schools accommodate 82% of pupils with SEN, the need for dedicated support resources, including sensory rooms, remains evident. Sensory-friendly environments, such as multi-sensory rooms, immersive sensory rooms, and portable sensory rooms, provide effective tools for supporting children with diverse needs within mainstream schools.

Sensory rooms contribute significantly to the development of confidence, independence, and social skills. They offer an escape from classroom stress, can be incorporated into the learning curriculum, create positive learning experiences, and improve sensory processing.

References and relevant links:

https://nationalautismresources.com/school-sensory-rooms/

https://www.vertisbuildings.com/blog/sensory-rooms-schools

https://www.senteq.co.uk/sensory-rooms-in-mainstream-schools/

by dragana.maksimovic - 26. November 20231. Dezember 2023

How to design for autism?

Studies have shown that when it comes to performing regular daily tasks, such as shopping, socializing or learning, people with autism tend to feel more comfortable online. Having that in mind, it is very important to make websites and online platforms accessible to people with autism, especially if they are being used as educational tools.

A lot of people with ASD are visual learners, which means that children an easier time understanding and learning if they are visually stimulated. However, rapidly changing information can be overwhelming, which is why it is also recommended to follow simple layouts with a clear and consistent structure to avoid sensory overload.

When it comes to colors, with ASD prefer more muted colors, compared to neurotypical people. In a testing that was conducted in 2016., preferences for the yellow color were much lower for children with autism, while green and brown were most preferred:

“In order to explain these results, the fact that the yellow color had the highest luminance value among the colors tested should not dismissed. The observed aversion to this color might reflect hyper-sensitivity of children with ASD to luminance. There is also a general consensus that yellow is the most fatiguing color (Kernell, 2016). It is well known that our eyes are provided with three different types of cone cells for color perception, L, M, and S, which correspond to the perception of red, green, and blue light, respectively. When yellow is perceived, however, both L and M must be involved. The perception of yellow should thus be the most heavily sensory-loaded of the perception of any type of color. Its perception is bearable for TD children, but could be over-loaded for children with ASD whose sensitivity to sensory stimulation is enhanced.”

References and relevant links:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5179595/

https://www.scottishautism.org/about-autism/research-and-training/design-autism

https://www.autism.org.uk/what-we-do/education-professionals

by dragana.maksimovic - 19. November 202320. November 2023

Can Virtual reality help children with ASD?

In my second week of research, I have decided to focus on autism spectrum disorder (ASD) as one of the cognitive disabilities I wish to address.

When working with children who have ASD, teachers have to have a very careful approach and special strategies that reflect needs of each child individually. Children with autism often face many challenges adapting to new and unfamiliar environments in their everyday lives. This can cause a lot of anxiety and stress, which leads to loss of confidence and avoidance of social communication and interaction.

One of the topics that sparked my interest the most, when it comes to tools for helping children with autism, was the use of VR for educational purposes. VR can have many benefits in supporting better learning and educational development of children with autism. Many studies have shown that VR can be a useful educational tool for all children, improving education and giving better results than some traditional teaching methods used in education.

Some of the most important benefits for children with autism are: