Education – 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 - 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 - 15. Dezember 202429. Januar 2025

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 tom.giess - 12. November 202430. Dezember 2024

IMPULSE #2: Raphaela Egger on Systems Thinking

As part of this semester’s course Future Design Lab at FH JOANNEUM our lecturer Raphaela Egger made an excursion to the topic of Systems Thinking.

In her lecture Egger distinguishes between Systems Thinking and Design Thinking, which are complementary approaches for solving complex problems and enhancing the design of products, services and systems. Design Thinking emphasizes understanding users‘ needs and developing solutions that are intuitive, functional, and appealing. Conversely Systems Thinking centers on comprehending how an entire system operates and recognizing how modifications in one area can impact other parts. ¹^,²

Egger states that a complex system cannot simply be dismantled, reorganized, and reassembled, nor can it be simplified.³ Once its complexity is destroyed, the system itself stops to function. Interventions in complex systems almost always lead to unexpected side effects and long-term consequences because we rarely understand all the interconnections and unintentionally create unexpected system dynamics.

5R model of Systems Thinking

Egger introduced us to the 5R model of systems thinking, which is a framework that highlights five key dimensions of systems: results, roles, relationships, rules and resources.⁴^,⁵ This model serves as a lens for assessing local systems and guiding interventions to strengthen them.

Resources: The inputs or „fuel“ required for the system’s interactions to give results.⁴
Rules: The formal and informal guidelines, laws, cultural norms and protocols that govern the system’s operation.^4,⁶
Roles: The functions and responsibilities assumed by different actors within the system.^4,6
Relationships: The connections and interactions between various actors in the system.^4,6
Results: The target outcomes or impacts that the system is designed to produce.^4,6

Team task

During the lecture Mrs. Egger gave us the task to apply an system of our choice to this model. Our group talked about the education system in industrialized countries and how artificial intelligence might influence it in the future:

Resources

AI brings advanced tools and technologies into classrooms, redefining the resources available to students and educators. Intelligent tutoring systems, adaptive learning platforms and generative AI applications offer new and personalized educational experiences. However this may lead to a loss of conventional analog skills, such as handwriting or mental calculation, as digital tools take precedence. Educational institutions must balance leveraging AI with preserving foundational skills to ensure holistic development.

Rules

The integration of AI in education sectors will most likely need new guidelines and policies for its usage. For instance, rules regulating the ethical use of AI, data privacy and intellectual property must be developed to address emerging challenges. There may be a redefinition of what is truly essential in education, focusing less on rote memorization and more on teaching students how to effectively interact with and use AI. This shift might require the curricula to be revised to prioritize AI skills and critical thinking over conventional ways of education.

Roles

AI has the potential to transform the roles of both teachers and students. Educators may transition from being primary sources of knowledge to facilitators, who guide students in AI-enhanced learning. Conversely students may be more active in directing their learning journeys, taking advantage of AI tools to explore topics at their own pace. As these changes provide a lot of chances for individuals, they also come with concerns about the children’s development: the importance of interpersonal interaction and the risks of depending too much on technology for example.

Relationships

It is predictable that AI in education will change the way actors will interact within the system. The relationship between teacher and student may change as AI becomes an intermediary, which will provide instant feedback and support. Peer relationships with collaborative learning could increasingly be mediated by digital platforms. These changes might impact social development, particularly for younger children. Health implications are happening already, such as excessive screen time and shortening of the attention span and reduced sleep quality. This could get more intensive.

Results

Results of an AI-influenced education could reshape societal outcomes. With AI making learning more accessible and personalized, students in industrialized countries could perform better in school and university, becoming more innovative. But the effects are more than academic success. As humanity grows alongside AI, we must think about what intelligence means, how human creativity fits in and what values should guide education. Balancing technology with the human side of learning should be the overall goal.

In relation to my research topic

In particular, it would be interesting to see how my research topic of improved first aid for epilepsy would affect the emergency response system in terms of decision making through a mobile app when a seizure occurs.

Resources

by helene.goedl - 11. November 202411. November 2024

IMPULSE #3 | Open House: Die Angewandte – Fashion Department and University Library

At their yearly Open House, the Angewandte (University of Applied Arts Vienna) opens its doors to everyone who wants to get to know the courses on offer at the university or is just interested in taking a look behind the scenes. At the Open House, the studios, workshops and departments of the University of Applied Arts are open to visitors. Students and teachers share insights into everyday university life. Information stands on site and online provide the opportunity for further exchange about the study programmes.¹ This year, I seized the opportunity to visit the fashion department at the Angewandte Open House.

Why was the Open House relevant for my Thesis?

Fashion study programs, fashion design education and their curricula are excellent indicators of where the fashion scene is headed at a given time. Sometimes, these study programs are on the pulse of current developments, sometimes they lag behind for one reason or another. My main objective in visiting the open house was to explore where the fashion department at the Angewandte stands on the role of digital fashion design, whether this development is incorporated into the education and if there are projects already on display that might show the status on this question. Additionally, I made use of the opportunity to take a tour of the Angewandte university library to explore the possibility of using it for my Master’s thesis research.

The Fashion Department

The fashion department at the Angewandte is one of the most successful fashion design education programs in Europe. The admission is highly selective, only taking on between 5 and 10 students each year. The program is currently headed by fashion designer Craig Green.

“London-born designer Craig Green MBE established his namesake label in 2012 shortly after graduating the Fashion Masters course at Central Saint Martins. He has since carved out a unique position amongst the industry’s most innovative talents and continues to earn both critical and commercial success globally.”²

The head of department position is re-staffed in short intervals in order to provide the students with exposure to different approaches during their 5 year study period. The degree program is a diploma, which means it is not divided into a bachelor’s and a master’s degree.

The Fashion Design programme highly values the development of a distinctive creative style and artistic vision in their students. In close guidance from the professors, “students explore the critical potential of fashion between materiality, corporeality, and concept.The curriculum comprises traditional pattern cutting and construction skills alongside digital skills and techniques. Students benefit from a state-of-the-art, industry-standard sewing atelier, knitting atelier and a spacious studio with a personal work space for each student. Students are given the possibility to work in professionally equipped studio spaces and workshops both within the Fashion Department and other departments of the University of Applied Arts.”³

The department has seen many highly acclaimed professionals in the lead position, such as l Karl Lagerfeld, Helmut Lang, Jil Sander, Raf Simons, Vivienne Westwood, Viktor & Rolf, Bernhard Willhelm, Hussein Chalayan, Lucie and Luke Meier and Grace Wales Bonner to name a few.³

“Graduates of the Fashion Department have founded their own labels, such as Bless, house of the very island’s, Wendy Jim, Petar Petrov, Femme Maison, Sagan Vienna, Kenneth Ize, and others. Others occupy leading positions in the fashion industry, working for brands such as Balenciaga, Andreas Kronthaler for Vivienne Westwood, Alexander McQueen, Lanvin, OAMC, Prada, Comme des Garçons or Maison Margiela.”³

With regard to digital fashion, I was able to find out that CLO3D is taught in the curriculum as an industry standard program. In terms of digital fashion collections or digital garment developments, I was not able to find any significant presence, suggesting that while the aspect of digital fashion has a place in the curriculum, it is not a focus of the program. The focus is still very much on physical tailoring and traditional skills in the fashion design process, which I believe is a good and solid approach and the successes of the graduating designers prove this.

The Library

Since the Angewandte has a fashion department, their library catalog naturally is much more extensive than the one at FH Joanneum with regard to this design discipline. I took a guided library tool and created a library account for external students and will be making use of the resources for my thesis.

Images

¹“Angewandte Open House 2024.”
²Craig Green. “About.” Accessed November 11, 2024. https://craig-green.com/pages/about.
³“Fashion – dieAngewandte.”

Sources

“About,” Craig Green, accessed November 11, 2024, https://craig-green.com/pages/about.

“Angewandte Open House 2024,” Angewandte Open House 2024, October 14, 2024, accessed November 11, 2024, https://openhouse.uni-ak.ac.at/en/.

“Fashion – dieAngewandte,” accessed November 11, 2024, https://www.dieangewandte.at/fashion.

All Images © Helene Goedl 2024

by dragana.maksimovic - 26. Juni 2024

Prototype – video presentation

by dragana.maksimovic - 26. Juni 2024

Interactive Learning Table Prototype

In this starting phase I decided to focus on a simple math exercise. Following the exercise from start to finish, I tried to simulate what a lesson using a tool like this would look like.

Step-by-Step Breakdown of the Math Exercise

Upon starting the session, students are greeted with a welcome screen that prompts them to select a subject. This screen features four main subjects: Math, Reading, Writing, and Let’s Play.

Why? According to educational research, offering a choice increases student motivation and a sense of control over their learning. The visual representation of each subject helps young learners easily navigate and select their preferred activity.

Finding the Help Button

On every screen, there’s a little question mark (?) in the corner. When you click on it, a helpful message pops up to explain what you need to do next.

Why? Sometimes, we all get a bit confused or forget what to do. The question mark is like a friendly helper that’s always there when you need it.

Math Subject Selection

When the student selects „Math,“ they are taken to a new screen with six lessons, each represented by a numbered tile.

Why? Breaking down the curriculum into individual lessons helps in setting clear, achievable goals. Research shows that structured learning paths contribute to better knowledge retention.

Visual and Interactive Elements

The use of bright colors and large icons is based on research indicating that young children respond better to visually appealing and easily recognizable graphics. This enhances their ability to navigate the interface independently.

User Engagement

The interactive nature of the prototype encourages active participation rather than passive learning. Studies have shown that interactive learning can significantly improve student engagement and retention of material.

Conclusion

The first phase of the interactive learning table prototype for math exercises represents an integration of educational research and user-centered design. By focusing on interactivity, visual appeal, and structured learning, I wish to create a tool that not only supports academic growth but also fosters a love for learning among young students with cognitive disabilities. As I move forward, I will continue to refine and expand the functionality based on user feedback and ongoing research in educational technology.

by dragana.maksimovic - 25. Juni 2024

The Importance of Incorporating Kinesthetic and Tactile Learning Styles for Children with Cognitive Disabilities

Children with cognitive disabilities often face unique challenges in processing and responding to sensory stimuli. Understanding and catering to their specific learning needs can make a significant difference in their educational experiences and outcomes. Kinesthetic and tactile learning styles, which involve hands-on activities and physical movement, are particularly beneficial for these children. This blog post explores the importance of incorporating these learning styles, supported by recent studies and practical strategies.

Understanding Kinesthetic and Tactile Learning

Kinesthetic learners thrive on movement and physical activities. They learn best by doing rather than observing or listening. Tactile learners, on the other hand, benefit from using their sense of touch to explore and understand the world around them. These learning styles are crucial for children with cognitive disabilities, including those with Autism Spectrum Disorder (ASD), who often exhibit heightened sensory sensitivities.

The Benefits of Kinesthetic and Tactile Learning

Enhanced Sensory Processing

A study by Asmika et al. (2016) found that children with autism are more sensitive to tactile sensory stimuli compared to their neurotypical peers. This heightened sensitivity means they respond more intensely to touch and other tactile inputs. By incorporating tactile learning activities, educators can help these children engage with their environment in a controlled and supportive manner, aiding in sensory integration and reducing anxiety.

Improved Engagement and Focus

Children with cognitive disabilities often struggle with attention and focus, especially in traditional classroom settings. Kinesthetic and tactile activities, such as building models, engaging in role-play, or using manipulatives, can capture their interest and keep them engaged. These activities align with their natural preferences for movement and touch, making learning more enjoyable and effective.

Development of Motor Skills

Hands-on activities help children develop fine and gross motor skills, which are essential for daily living and academic tasks. For instance, activities like tracing letters in sand or playing with clay can improve fine motor control, while more extensive physical activities like obstacle courses can enhance gross motor skills. These skills are particularly important for children with cognitive disabilities who may experience motor coordination challenges.

Strategies for Incorporating Kinesthetic and Tactile Learning

Use Props and Hands-On Activities

Incorporate a variety of props and tactile materials into lessons. For example, use rubber bands and pegboards to teach geometric shapes or provide textured materials for art projects. These tactile experiences help children connect abstract concepts with physical sensations, reinforcing their learning.

Make Story Time Interactive

Turn story time into an interactive experience by having children act out scenes or use puppets and props. This approach not only makes the stories more engaging but also helps children understand and remember the content better through active participation.

Incorporate Movement Breaks

Regular movement breaks can help children maintain focus and reduce restlessness. Activities like jumping jacks, stretching, or a quick dance session can refresh their minds and bodies, making it easier for them to return to more structured tasks.

Combine Learning Modalities

Using a multimodal approach can cater to various learning preferences simultaneously. For instance, combining auditory and kinesthetic learning through music and dance can be highly effective. An example is teaching the alphabet with a freeze dance game, where children dance to a song and freeze when the music stops. This method engages multiple senses and keeps learning dynamic and fun.

Conclusion

Incorporating kinesthetic and tactile learning styles into the education of children with cognitive disabilities is not just beneficial but essential. These approaches align with their natural learning preferences, enhance sensory processing, improve engagement, and support motor skill development. By understanding and implementing these strategies, educators and parents can create a more inclusive and effective learning environment that meets the needs of all children.

By embracing these methods, we can ensure that every child has the opportunity to succeed and thrive in their educational journey, regardless of their cognitive abilities.

References:

https://mybrightwheel.com/blog/kinesthetic-learner

Asmika, Asmika, Lirista Dyah Ayu Oktafiani, Kusworini Kusworini, Hidayat Sujuti, and Sri Andarini. „Autistic Children Are More Responsive to Tactile Sensory Stimulus.“ Journal of Medical Sciences 50, no. 2 (2018).

by dragana.maksimovic - 25. Juni 2024

Supporting Visual Learning Methods for Children with Cognitive Disabilities

Children with cognitive disabilities often face challenges in communication and learning. Traditional teaching methods might not always work for them, so it’s important to use special approaches that meet their unique needs. Visual learning methods are especially helpful in supporting their education and development. This article explores how visual learning works and shares some tools and resources that can make learning easier for children with cognitive disabilities.

Why Visual Learning is Important

Visual learning uses the strengths of children with cognitive disabilities, especially those with autism, who often think in pictures rather than words. Visual supports like photos, drawings, objects, and written words help communicate more effectively. Studies show that these visual aids can improve understanding, reduce anxiety, and enhance learning.

How Visual Learning Works

Visual learning helps by providing clear, simple representations of ideas. Children with cognitive disabilities may find it hard to understand verbal instructions. Visual supports make communication easier by turning words into pictures they can understand. This approach is part of Universal Design for Learning (UDL), which means using different ways to teach so everyone can learn.

Visual Learning Strategies

There are several visual learning strategies designed to help children with cognitive disabilities. These strategies focus on creating a predictable and supportive learning environment.

Visual Schedules

Visual schedules are key tools that show a clear plan for daily activities. They help children understand what will happen and when, reducing uncertainty and stress. Visual schedules can use pictures, symbols, or words to represent different tasks. For example, the Picture Exchange Communication System (PECS) uses visual schedules to help with communication and routines.

First-Then Boards

First-Then Boards are useful for teaching children to follow directions and complete tasks. This visual strategy shows a preferred activity (the „then“ task) that will happen after completing a less preferred one (the „first“ task). It helps motivate children to do tasks they might not like by showing what comes next.

Visual Prompts and Social Stories

Visual prompts and social stories are great for teaching social skills and managing behavior. Social stories provide visual explanations of social situations and appropriate responses, helping children understand social cues and expectations.

Combining Play and Formal Learning

While learning through play is crucial for development, formal learning is also important for core skills like reading, writing, and math. A balanced approach that includes both play and structured learning can be very effective. Various visual resources and activities support this mixed approach.

Modern Tools: Goally

Technology offers new solutions for visual learning. Goally is a tablet designed for children with cognitive disabilities, featuring visual schedules, task analysis, and reward systems in a user-friendly format. Goally supports independent learning and helps children manage their routines effectively.

References:

https://www.theautismpage.com/visual-learning

https://vkc.vumc.org/assets/files/resources/visualsupports.pdf

https://getgoally.com