TOPIC
responsible design in inclusive education
CONTEXT
started working in a school for children with special (educational) needs in December – always been interested in the school sector and working with kids – first time I feel like I have a meaningful job – learning by doing – idea behind doing the work: contribute in a creative, hands on way and bring in new ideas and perspective that might be helpful – school very supportive in me doing my diploma with them (I am there making myself useful they don’t have to pay me except for one day a week = win win)
With this project I aim to explore how design can support inclusive learning environments for children with cognitive disabilities. I strongly oppose designing about the children or using them for only visibility. Instead I want to use this semester and the process of designing or imagining collectively as a learning opportunity to investigate what/how my contribution could be/look like.
MAPPING OUT COMPLEXITY OF NEEDS/ABILITIES/STRENGHTS/…
QUESTIONS
THREE POTENTIAL DESIGN DIRECTIONS
RESEARCH
Temple Grandin
podcast about visual thinking, learning and key points I found:
- sensitivities are about control (light, visual, touch, noise, … -> lots of neurodivergent kids have difficulties with these things but when they get to control them it shifts the whole topic -> AGENCY)
- exposure such an important topic -> oftentimes for children with SEND they are in an educational environment that works in a certain way where there is a lack of exposure when it comes to certain sides of what can be experienced. Neurodivergent children and children with autism (she claims) should get an insight into: cooking, sewing, wood and metal work, welding, music, theater/play, auto mechanical work, technical drawing, art;
I have access to: things/disciplines/techniques/materials/workshops the school does not have -> how can I apply this in my design and show something new
MULTISENSORY INPUT
Development of multiplayer video games and multi sensory stories together with children with special educational needs and disabilities (SEND).
multi sensory interventions have a large effects on adaptive behavior for people with ID
important: sense of empowerment, enjoyment, increased confidence and improved social skills. A questionnaire was used (teachers and parents filled it out) -> theory of planned behavior (intention to perform or permit behavior) was tested as well. It worked in the way that they had a sense of control, changing the attitude of what’s possible to make, normalizing creative experimentation as part of their practice, and building their confidence to try things themselves.
CONCLUSION
wide range of input and experiences add to engagement and learning in school (,,broadening horizon” to what’s possible)
I try to offer a range of things I’ve already done in my studies at Angewandte particularly through DI projects through a collaborative process where I do try outs and experiments from each sector every week (document those, reflect, …)
JOURNAL
