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/

by dragana.maksimovic -

Fonts designed for dyslexia

“Every child and adult should be able to realize their reading potential. By dedicating our resources towards awareness and considering different and complex studies on Dyslexia, we’re always evolving to make the user-friendly font accessible in today’s digital and print landscape.” – Christian Boer

Fonts designed for dyslexia aim to improve readability and reduce visual stress for people with dyslexia. These fonts typically incorporate specific features to enhance the reading experience for dyslexic readers. To design the dyslexia-friendly typeface, all typography rules and standards were ignored. Here are some common characteristics of dyslexia-friendly fonts:

1. Open and unique Letterforms: Dyslexia-friendly fonts often feature open letterforms to make it easier to distinguish between letters. This means that letters have distinct shapes and are less likely to be confused with one another such as „b“ and „d“.

2. Increased Letter Spacing: Wider letter spacing prevents letters from merging into one another, reducing the chances of misreading.

3. Weight Variation: Some dyslexia-friendly fonts use variations in stroke thickness to make letters more distinct.

4. Clear Descenders and Ascenders: Descenders (the parts of letters that extend below the baseline, such as in ‚g‘ or ‚y‘) and ascenders (the parts that extend above the x-height, such as in ‚h‘ or ‚b‘) are often more prominent in dyslexia-friendly fonts, making it easier to differentiate between letters.

Several fonts have been designed specifically for people with dyslexia over the years, and some of them are:

– Dyslexie: Developed by Christian Boer, Dyslexie is a typeface that incorporates many of the aforementioned features. It has gained popularity for its efforts to enhance readability for dyslexic readers.

– OpenDyslexic: This font is open-source and freely available. It emphasizes distinct letter shapes and increased letter spacing to improve reading for individuals with dyslexia.

– Lexie Readable: Lexie Readable is a font designed by Lexie Dyslexia Institute. It focuses on clarity and simplicity, with open letterforms and increased spacing.

San serif fonts are also a great way to help someone who has dyslexia. San serif fonts create more visual separation between the letters which helps readers read and comprehend texts more easily. Here are some standard san serif fonts that would be good options when designing for people with dyslexia:

  • Helvetica
  • Verdana
  • Arial
  • Century Gothic
  • Tahoma
  • Trebuchet

There is no hard research that proves that fonts designed for dyslexia improve reading speed. However, a master thesis by Renske de Leeuw of the University of Twente found that fonts like Dyslexie had an overall reduction in reading errors.

It’s important to note that while these fonts may be helpful for some individuals with dyslexia, there is no one-size-fits-all solution. Different people may find different fonts more or less helpful based on their individual needs and preferences. Additionally, other factors such as background color, text size, and line spacing can also influence readability for individuals with dyslexia.

References and relevant links:

https://dyslexiefont.com/en/typeface/?_ga=2.246587012.1697522350.1702816263-1541481720.1702816263

https://medium.com/codex/accessibility-fonts-and-dyslexia-3cc495795127

https://www.dyslexia-reading-well.com/dyslexia-font.html

https://www.k-type.com/fonts/lexie-readable/

https://www.youtube.com/watch?v=PwuMhDNi1_w&ab_channel=Seeker

by dragana.maksimovic -

Understanding dyslexia

“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.” ( Rose, 2009.)

Dyslexia is the most common learning disorder. It is estimated that 1 in 5 kids has dyslexia and they often show signs even before starting school.

Signs of dyslexia (Martinelli, 2023)

A young person with dyslexia may:

  • Struggle with learning even simple rhymes
  • Have a speech delay
  • Have trouble following directions
  • Repeat or omit short words such as and, the, but
  • Find it difficult to tell left from right

In school, children with dyslexia are likely to:

  • Have difficulty sounding out new words
  • Lack fluency compared to other children their age
  • Reverse letters and numbers when reading (read saw as was, for example)
  • Find it difficult to take notes and copy down words from the board
  • Struggle with rhyming, associating sounds with letters, and sequencing and ordering sounds
  • Stumble and have difficulty spelling even common words; frequently they will spell them phonetically (hrbr instead of harbor)
  • Avoid being called on to read out loud in front of classmates
  • Become tired or frustrated from reading

Dyslexia affects children outside of school as well. Kids with dyslexia may also:

  • Find it difficult to decode logos and signs
  • Struggle when trying to learn the rules to games
  • Have difficulty keeping track of multi-step directions
  • Struggle with getting the hang of telling time
  • Find it especially challenging to learn another language
  • Become incredibly frustrated, which can effect their mood and emotional stability

A dyslexia diagnosis is not linked to child’s intelligence and does not mean that the child will never be able to learn. There are many ways to help dyslexic children overcome their difficulties. Dr.  Matthew Cruger, a Neuropsychologist from Child Mind Institute believes these are some of the techniques that could be useful in teaching a child with dyslexia:

  • Multi-sensory instruction in decoding skills
  • Repetition and review of skills
  • Intensity of intervention — that is, more than being pulled out of class once a week for extra help
  • Small group or individual instruction
  • Teaching decoding skills
  • Drilling sight words
  • Teaching comprehension strategies, to help kids derive meaning from what they’re reading

Dr. Cruger states that traditional approach in teaching can be counter-productive for children with dyslexia:

“If the child hates the experience of reading help, it’s not helpful and it’s not treating the source of the problem, the decoding weakness.”

References and relevant links:

https://childmind.org/article/understanding-dyslexia/

https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia

https://childmind.org/healthyminds/

https://www.youtube.com/watch?v=yH5Ds4_0lO8&ab_channel=Vox

by dragana.maksimovic -

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 -

Inclusive educational content for children

Students with disabilities are increasingly spending most or all of their school day in general education classes. Accessible educational materials and technologies are essential to the independence, participation, and progress of these general education students who function in highly varied ways — physical, sensory, and learning (AEM Center).

There are different types of conditions that impact cognitive functions, which include abilities related to learning, memory, problem-solving, attention, and general intellectual functioning. These disabilities can affect a child’s ability to process information, acquire new knowledge, and perform various cognitive tasks, especially in early childhood, which is why it’s important that interactive materials and technologies used for learning are accessible to all children with disabilities.

The idea would be to create content, such as printed or digital book or an interactive platform that is inclusive for children with cognitive disabilities, in a way that encourages engagement through tasks and exercises. While being accessible to those children with cognitive impairments, it should also be alluring to other children and encourage them to interact with the content. The task would be to try and find the middle ground, where the content is exciting enough to keep children interested while also having their possible disabilities in mind.

Ensuring that children with disabilities can participate in a range of activities in early childhood is very important if these children are to benefit from learning environments.

Examples / existing solutions

  • Multisensory learning tools

Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language, which can be very helpful for children with autism spectrum disorder (ASD), dyslexia, or learning difficulties: https://mein-kleines-baby.de/products/sensory-book-board-erforschen-und-lernen-durch-fuhlen-filzbuch?variant=46486197797202&gclid=CjwKCAiA6byqBhAWEiwAnGCA4PAO3BxCz9ok_h2uLY0IwbjNJTHUfQjN2VnaYXrNJFGHMTfqt2o9IhoCwXUQAvD_BwE

  • AAC devices

For children with communication difficulties, AAC devices, including communication boards and speech-generating devices, can facilitate expression and interaction:

  • Augmented Reality (AR) and Virtual Reality (VR)

Immersive experiences can make learning more engaging and help children understand abstract concepts in a concrete way:

Personal motivation

As someone who has struggled with dyslexia my whole life, I am really passionate about this topic, because I was never treated any differently than my peers in school, even though they didn’t face the same difficulties as me. This obviously affected my learning ability and I was forced to find means of dealing with these issues on my own, which was not an easy task. Thankfully, this didn’t affect my ambitions to continue my education, since my disability was not that severe, but that is not the case for everyone. Young children often struggle a lot to find a way to first understand their disability and then learn how to cope with it.

By creating content that is inclusive for all children, we avoid singling out people with disabilities, while providing them with helpful ways of achieving everything they want and more!

Relevance of design fields

Design fields play a crucial role in creating a positive and effective learning environment. The design of educational spaces encompasses a variety of elements, including architecture, interior design, graphic design, and instructional design.

There is an educational framework called Universal Design for Learning (UDL). The goal of UDL is to remove barriers to learning and provide multiple means of representation, engagement, and expression to meet the varying needs and preferences of students. UDL is based on the premise that there is no one-size-fits-all approach to teaching and that instructional design should be adaptable and accessible to a wide range of learners.

Expected challenges

The term „cognitive disabilities“ is extensive. The research of cognitive disabilities is a multidisciplinary endeavor that involves contributions from various fields, such as psychology, neuroscience, special education, genetics, educational psychology, etc. This might be really challenging and input from a lot of experts as well as people who have experience on the topic will be extremely necessary.

Approach / upcoming research

My next step would be focusing on specific disabilities I would like to address and doing more research on what they represent and how they are traditionally approached in the educational field.

I would also like to learn more about the existing solutions, their pros and cons, and also choose which media channel would be the best to address the problems.

References and relevant links:

https://www.cast.org/impact/universal-design-for-learning-udl

https://aem.cast.org/create/creating-accessible-websites

https://uxdesign.cc/universal-design-for-learning-for-students-with-autism-a7d12c0d35f7

https://www.ldau.org/multisensory-teaching-for-dyslexia#:~:text=They%20need%20specialized%20instruction%20to,engagement%20of%20all%20learning%20modalities.

https://4experience.co/vr-ar-teaching-for-students-with-adhd-and-asd/#:~:text=Visual%20Cues%20Help%20a%20Lot,to%20real%2Dworld%20situations%20difficult.

https://www.speechandlanguagekids.com/teach-your-child-to-use-an-aac-device/