2DIP Mia

29.05.2026

22.05.2026

08.05.2026

Update

• Food way to complicated, eating habits big topic and something that takes time, not realistic
• Sound something I can implement along the way 
• Games most engaging and easy to try out, experiment with and get results

-> multi sensory mini games/learning utensils/objects

TRY OUT NR.1

puzzle

TRY OUT NR.2

memory

trying it out in school with two kids

• two kids participated (9 years old)
• one was able to do it, one lost focus
•  the memory pieces with rice and coffee were way more interesting than the ones with just laser cut shapes 
•  the smokey smell bothered the child that was able to play  

thinking further

-> this process would create a sort of hierarchy I don’t want to have, also the whole structure and exercises would create occupational therapy but nothing deeper and more meaningful

TRY OUT NR. 3

connection tool/system

exercise: objects/artifacts that are found – use those for storytelling – every classroom/group of children has different constellation of personalities – objects say a lot about the kids – how can this potentially be used?

KEY REALIZATIONS

– selfless attitude made me detach myself from what the concept should be

– lost the fun along the way

– what is actually important to me doing the job? 

– what do I want my message to be?

– what is my biggest and most important contribution?

– designing yet another game feels like I am making occupational therapy and doesn’t solve problems anyways (questioning whether trying to solve a problem through designing an object is the right approach anyways)

THOUGHTS

As a society, we try to avoid and hide what is uncomfortable, things that don’t fit the norm – systems we humans put into place, an invention of the human mind – who taught us what and who is normal? Who is visible in our world and who isn’t?

On one hand the majority of people ignore a group of society completely because we feel discomfort, or fear of doing something wrong or pure ignorance. On the other hand we want those at disadvantage to oblige to the rules we made, that benefit us more than them. 

In a world where empathy and human connection, truly accepting people for what they are, should be one of our primary goals + recognizing that with the systems in place people that fit the norm are privileged and those who don’t are extremely disadvantaged – we should at least be open, listen and know about other lived experiences.

SCHOOL SYSTEM

We have schools for children with special needs, in the case of my project I am referring to schools for cognitively disabled children. Those schools follow different educational goals as oftentimes children would need one on one support. The system in place seeks to (if possible) prepare the children, to one day be able to navigate the world outside of this institution. As important as this is, shifting the narrative would be key even though bigger systemic change takes a long time. Shouldn’t the question be: why do we force them into adapting and not ourselves? 

Austria and the way it deals with this matter in education is criticized by NGOs, professionals, activists, political parties with progressive stands on the topic. What is happening in this country is that a system that segregates children is in place. Instead of trying to make a change and invest in Integrationsschulen more, money keeps flowing into building so called Sonderschulen that completely separate children with disabilities from those without.

CONCLUSION

It is proven that when people spend time and are surrounded with disabled people they benefit from it as well. We are more empathetic, sensible, better at team work and so on. 

In Austria Integrationsschulen are further behind than the supermarket chain BILLA. They have a program where they include cognitively disabled people, which results in other employees handling situations better, adapting quicker and improving interpersonal relationships.

Making games is great and I am fine with doing it, the teachers are interested in it, the kids have something new to play with and learn. For me however it is more a tool for observation. I said from the beginning, that I want to make myself useful and contribute. I realized that my biggest contribution is time, effort, motivation, empathy and the ability to adapt. 

QUESTIONS

why should people with disabilities adapt to a system that puts them at a disadvantage and wasn’t designed for them?

how do we adapt on a daily basis, with small gestures, being aware of lived experiences that differ from ours, …?

how can empathy be evoked to combat discomfort and make people act/take part/listen?

MY GOAL

make people listen and think about about systems in place that make lived experiences invisible through exclusion

what could be tools/a game that can challenge our perspective on the matter and make us more aware

-> playful angle engaging instead of criticizing

no quick fixes, showing that the process matters (lengthy one, system in place that I cannot dismantle but I can point to problems within it and make others aware), time key factor, real human connection, patience, empathy above all,

-> deeply social topic that now I think I have the possibility to express in a way more artistic way

THE TOOLS ARE THERE. THE AWARENESS IS MISSING.

PITTY ISN’T HELPFUL FOR ANYONE. HOW CAN WE OVERCOME PITTY.

-> using objects as communicators of stories, things that everyone can relate to and that make lived experiences that are different from ours tangible

OBJECTS

what role do objects have in school for certain kids – how do the objects differ in the meaning assigned to them compared to how I/we would use them? – what story do they therefor tell us about people?

PILLOW

used by Matteo – takes it along everywhere, he does sometimes let go of it and takes other toys to squeeze etc. – for comfort – sensory stimulation – when it gets to loud he covers his whole head with it – it is almost like a stuffed animal in the way he uses it only that its way bigger – he’s sensitive to noise and overstimulation but has no issue with the pillow getting dirty for instance

HAIR BRUSH

used by Batoul – she has this comb and one other time she had a hair clip and hair tie that were tied together – always one object though that she has to have in one hand – taking it away is not an option – apparently gives her immense feeling of security – only when she goes to do an activity like doing something on the playground where she needs both her hands or she engages in crafting/drawing/… she lets go of the object – she really otherwise just holds it and doesn’t make sounds with it or chews on it etc.

TOY IPAD/PHONE

used by Riva – she takes the iPad home every day – she arrives with it in the morning – she plays with it when she has it in her hands – she also sometimes lets go of it but generally has to have something in her hands always, of not she finds something (like paper, foiled paper used for teaching and scrunches it together)

MINI VASELINE

used by Andorra – she takes it out at least once a day – then it keeps her busy about 15-30 minutes – she loves to show it to people and show how she applies it – it is full of paint and not quite hygienic but it doesn’t bother her at all – she always offers to share but I always decline – she sometimes rubs it on her lips for too long and then says it hurts – I think its a mixture of what she thinks of as beauty treatment and sensory stimulation

RUBBER FRISBEE

used by Stefan – he has extremely flexible hands and fingers and rhythmically moves them around objects using them almost like drums – he rarely participates in class but moves around the classroom oftentimes with a toy like the frisbee squishing it and making noise with it

POP TUBE

used by Adam – he uses this toy I think every day (at least always when I was there) not constantly but he has it in his hand also while doing other things like reading – he pounds it against his chin also sometimes making sounds with it but mostly it is just there in his hand to keep him calm – he hates when other kids take it – generally he has some objects in the classroom that he perceives are his only

WHAT NOW?

• making an object library? bringing the objects
• reverse memory (making memory for viewers, engaging them in story playfully
• blackbox idea  
• time one of the main and most important factors – we live in time where efficiency is key, everything is moving faster, … -> not working in this bubble – visual representation of the act of spending time there? What could this look like?
• how do I engage people best?
• what would the space look like if the children were in it/using it/there at the exhibition

storytelling

personas? – marketing idea

looses so much information and nuance

alternative

-> dipping way more into the storytelling and kids are represented as characters (almost like super heroes with different traits and strengths, …)

memory idea -> guided by story -> object is one part of the pair and the other is the character -> you have to listen to the story to be able to pair the two