Master of Arts in Education (MA)
Special Education Autism Spectrum Disorder
Autism Spectrum Disorder, ASD, Visual Communication, Graphic Design, Learning Environments, Sensory Processing Disorders, Sensory Differences, Sensory Pathways, Co-Teaching Model
Linda Haymes, Pamela A. Redmond, Jim O'Connor
It is generally accepted that students with Autism Spectrum Disorders require accommodations to alleviate difficulties with sensory processing differences. This project is a response to the need for learning environments to maintain stimuli control for students with sensory input processing disorders, including ASDs. By applying the principles of Visual Communication in Graphic Design, educational spaces may be able to provide a more stable environment for students. The manual developed in this project is based on neural science and research findings of peer-reviewed articles and textbooks related to sensory processing. Those findings were merged with the principles and theories of Visual Communication. The need to approach these sensory differences is in great demand for revision. Continued field studies in learning environments and how they are designed and maintained are essential. The principles of Visual Communication answer much of this need. Control of the environment is an essential tool that must be used to educate students with learning differences.
Dugan, Brandie, "Designing Learning Spaces, Applying the Concepts of Visual Communication" (2014). Student Publications & Research of the TUC GSOE. 20.
Dugan, B. (2014). Designing Learning Spaces, Applying the Concepts of Visual Communication. Retrieved from https://touroscholar.touro.edu/tucgsoe/20