Acquiring educational access for neurodiverse learners through multisensory design principles

Abstract

Educational interface designers are in an unprecedented position to facilitate autonomous learning in neurodiverse learners (children with special needs). These learners are particularly in need of special design, given the disproportionate impact it can have on their quality of life and the current vulnerability they experience due to changes in special education law. In response to the urgent conditions facing these students, we construct and define a set of design principles that are grounded in maximizing the potential of these learners by importing the meta-cognitive skills, algorithmic structures, and multiple sensory modalities that are both proven successful in their remediation and uniquely suited to technological design adaptation.

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