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 #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 -

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 -

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 -

Why Text-to-Speech with Highlighted Text is Crucial for Prototypes and Children with Cognitive Disabilities

For children with cognitive disabilities, traditional learning methods can often be challenging and frustrating. Reading long passages of text requires sustained attention, which can be particularly difficult for these students. TTS with highlighted text addresses this issue by providing an auditory learning experience that keeps students engaged. As the text is read aloud, each word is highlighted, allowing students to follow along visually and aurally. This dual-input method reinforces learning and helps improve comprehension and retention.

Reducing Cognitive Load

Children with cognitive disabilities often experience a higher cognitive load when processing text. The need to decode and comprehend text simultaneously can be overwhelming. TTS reduces this cognitive load by allowing students to focus on understanding the content rather than struggling with the mechanics of reading. Highlighting text as it is read ensures that students can keep track of where they are in the text, further reducing the mental effort required.

Supporting Multimodal Learning

Different students have different learning preferences. While some may excel with visual aids, others may find auditory learning more effective. TTS with highlighted text supports multimodal learning by combining auditory and visual elements. This approach caters to various learning styles, ensuring that all students have the opportunity to succeed. For instance, in an interactive table prototype, students can interact with the content in multiple ways, making learning more dynamic and inclusive.

Fostering Independence and Confidence

One of the critical goals in special education is to foster independence among students. TTS with highlighted text empowers children with cognitive disabilities to access information independently. They no longer need to rely solely on teachers or peers to read aloud to them. This autonomy boosts their confidence and encourages them to take charge of their learning journey. As they become more comfortable with using TTS tools, their self-esteem and motivation to learn improve significantly.

Text-to-Speech with highlighted text is more than just a technological feature; it is a bridge to a more inclusive and accessible education system. By reducing cognitive load, supporting multimodal learning, fostering independence, and broadening access to information, TTS with highlighted text has the potential to transform the learning experiences of children with cognitive disabilities. As developers and educators continue to innovate, incorporating such features in educational tools and prototypes will be crucial in ensuring that every child has the opportunity to learn and succeed.

References:

https://medium.com/engineered-publicis-sapient/creating-immersive-product-experiences-with-audio-and-animated-text-highlighting-in-react-9a88c9b2acd2

https://www.xda-developers.com/best-text-to-speech-extensions-browsers

https://www.metaview.ai/resources/blog/syncing-a-transcript-with-audio-in-react

by dragana.maksimovic -

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 -

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/