eROOM by Lisa Kim

Case Study & Design Process

An accessible virtual classroom that improves education for all children regardless of whether a child is with or without Autism Spectrum Disorder.

Designer Lisa Kim Designlab 1 Frederick Burbach Winter 2021

“The goal of education is not to increase the amount of knowledge to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.” Quote by Jean Piaget

Contents

Introduction

01-02

Overview

Research

04-14

Problem Validation, Verbal Research, Competitve Analysis, Qualitive & Quantitative

End-User

16-22

Primary, Secondary, Tertiary

Project Deliverables

Must Have, Nice To Have, Dream State

Brand Development

26-36

Verbal Voice, Visual Voice

Poster

38-44

Three Series of Posters

Information Archeciture

46-49

Site Diagram, User Flow

Application

50-58

Low-Fidelity, High-Fidelity

Citation Hyperlink

59-60

“ What if the application helps children among children with Autism Sepcturm Disorder by creating inclusive education through online learning?.”

INTRODUCTION

Overview

During the distance learning at university, I found there were pros and cons about online learning. Mostly it was struggling to be motivated without being at the school with the professor and peers. My experience as mentoring first-mentees at OCAD University had to take AODA modules to become a peer mentor. During the online module, I realized there was a lack of accessibility for the student, which start questioning myself, “how children among children with disabilities are adapting to online learning?.” Nearly 50% of children with disabilities are not in school, compared to only 13% of their peers without disabilities. eROOM is the accessible virtual classroom that improves education for all children regardless of whether a child is with or without Autism Spectrum Disorder. The application is providing equal online education to access their learning materials and accommodation translated into online learning. The project goal is to enhance the quality of their future lives and education. 02

RESEARCH

Problem Validation 05 Verbal Research 06 Competitve Analysis 09 Qualitive & Quantitative 11 04

Problem Validation The list of essential problems of online learning for children, parents and teachers are struggling.

• Lack of inclusive education and accessible learning materials provided by a school district. • Lack of flexibility on universal design of online learning. • Children with disabilities are not able to fully receive accommodations and support translated into online learning. • Children are affected by external and internal distractions during online learning. • Children treat the screen primarily as an instrument of learning, not an instrument of diversion. • Children from the poor background may not have a home internet connection. • Over 54% of working parents feel like failing not able to fully care for their children and their online learning. • Lack of information available for teachers to deliver the support of instructional material and services.

RESEARCH

Cognitive Learning Piaget’s Theory of Cognitive Development by Jean Piaget

• According to Jean Piaget’s Four Stages of Development, the core idea was children’s cognition develops their knowledge and understanding through different stages from the Sensorimotor period to the Formal operational stage. • The second stage of cognitive development is called The Preoperative stage. Children develop abstract ways of thinking and represent objects by images, words and drawing. In this stage, there are two substages formed called The Symbolic Function Substage and The Intuitive Thought Substage. The Intuitive Thought Substage occurs between the ages of 4 to 7, when children tend to become curious and ask the question of “why?” and emergence in the interest of reasoning, but children are unaware of conservation. • The third stage of cognitive development is called The Concrete operational stage occurs between the ages of 7 and 11. Children emergence understanding and logical thought but have not yet been completely adopted in abstract concepts and hypothetical thinking. During this stage, different processes occur from seriation to Elimination of Egocentrism, in which earlier processes children can order the object according to size, shape or characteristics and ability to recognize intransitive inferences and identify the object. Gradually, children tend to solve a problem in multiple aspects and view it from different perspectives.

Mild/Moderate Disabilities

What are Mild/Moderate Disabilities? According to IDEA, categories of disability guides who is eligible for free appropriate public education under special education law. Each category may be divide into a level of disabilities from mild to severe (or profound). Autism Spectrum Disorder is divide into three levels, which are mild, moderate and severe. The range reflects how much assistance is needed in their daily life and giving individual’s support. How the levels are divided for Autism Spectrum Disorder? The person with mild Autism Spectrum Disorder requires the support of “initiate conversations with others, respond as others would expect, and maintain interest in the conversation.” The person with moderate Autism Spectrum Disorder needs more support than the person with mild Autism. Even with support, the person may find difficulties communicating coherently with others and hard to hold a conversation, such as “speak in short sentences, only discuss in specific topics and have difficulty understanding or using nonverbal communication, including facial expression.”

Why Autism Spectrum Disorder (ASD)?

1 in 160 childrens has ASD worldwide. 1 in 66 of children ages between 5 to 11 years old have been diagnosed with ASD in Canada. 11% of students ages between 3 to 21 diagnosed with type of Autism in United State.

Competitive Analysis

I have analyzed the total of four competitors by comparing their primary features among pros and cons. The competitive analysis helped discover the key features for eROOM that are suitable and accessible for all children.

PROS & CONS Google Classroom Pros: Free application with easy to use and accessible for everyone. Cons: Limited integration options. Microsoft Team Pros: Free application with functionality and enriched communication. Cons: Difficulties with the structure of files and limited flexibility. Virtual Classroom Pros: Free application with personalized and real-time learning. Cons: No control over students and classroom. VEDAMO Pros: 30-days free trial application contains sharing capabilities. Cons: Lack of accessibilities.

COMPARISON OF KEY FEATURES

Qualitive

Duration: March 22, 2021 Interview style: Phone Screen A total of two participants were interviewed based on individualized questions to understand the problem, needs, and behaviour of children, parents with regard to online learning.

Questions for child: How old are you and how long have you been going to school? What do you like about going to school? What things don’t you like about going to school? Which subjects do you take online? Do you enjoy learning online? What is your favourite online subject? Why? Which subject is the most difficult for you to take online? Why? Do you find it easier to understand homework with pictures? What distracts your concentration during the online class? How do you feel about online tests and quizzes? Do you like online group projects? Do you find it easier to work on group projects online? Why? Do you find it more difficult to work on group projects online? Why? Do you prefer to work alone? Why? Do you regularly connect with your teacher during class or after class? Is there anything else that you would like to tell me about learning online?

Questions for parent: How many children do you have? What are their ages? Are they doing their classes online? How is that going? Are you currently working? If yes, is that a challenge to coordinate? How do you manage to balance between work and child’s remote learning? What types of devices do you have at home that your child uses for online learning? Do you have contact with their teacher? If so, then how often? How do you track a child’s progress of their online learning? How does your child manage break-time with online learning? Do your children have enough access to course materials for their online learning? Are you satisfied with your child’s online learning? Why? Why not? What are the pros and cons of your child’s online group learning? What are the pros and cons of your child’s online one-on-one with the teacher learning? Does your child prefer learning online in a group or one-on-one with a teacher? Does your child have difficulties with a group project online? Do you feel your child is getting a fulfilling education through online learning? Do you have any other observations or thoughts about learning online?

Questions for primary school teacher: What classes are you teaching online? Which software is provided by the school? How many students are you teaching online? How many students do you typically have in each course online? Have you restructured your classes for online learning? If so, how? What have been the challenges in moving to online learning? What have been the positive surprises and outcomes? How has the connection and effectiveness for the children been? Which subject is the most difficult to manage through online learning? Are you in connection with parents online as well? What motivates students to participate in live online classes? Do you find the students achieve better outcomes by working on a group project? Do you teach the student with disabilities? If so, are they able to fully receive accommodations and support translated into online learning? Do you find that students with disabilities achieve better outcomes by working on a group project? What are the positive and the negative aspects of online education? If there was one thing that you could change about online learning, then what would it be? Do you think online learning is suitable for children?

Quantitative

Platform: SurveyMonkey Interview style: Online survey

How do you identify? How old are you? How old is/are your child(ren)? What types of devices do you have at home that your child uses for online learning? Do you find your child has a positive experience learning online? (Check as many as apply) Do you prefer online or in classroom learning for your child? Are you currently working at home? Do your children have enough access to learning materials for their online learning? Do you think a custom feature that offers options to select the tools of the size/colour of text and background, style of fonts, and line spacing for all children will help them adapt to the online reading environment? Do you think a custom feature that offers options to select the accessible tools of the grammatical support, screen-reader and augmentative and alternative communication (AAC) for all children will help them adapt to the online reading environment? Do you think the feature of creating a synchronize group chat, a breakout room, and/or study time for all children will help them to build social interaction and broaden learning materials? Do your children have enough access to learning materials for their online learning?

Research Ethics Board Form

Consent Form Template Date: March 17, 2021 Project Title: iROOM (Graphic Design Workshop 2 - Thesis Project) Principal (or Student) Investigator: Lisa (Chaehyun) Kim, Student Faculty of Design OCAD University (647) 879-0198 3149950@student.ocadu.ca

Faculty Supervisor (if applicable): Prof.Frederick Jon Burbach Faculty of Design OCAD University 416-786-0623 fburbach@ocadu.ca

PURPOSE • The study is to understand the problem, needs, and behaviour of children, parents and teachers with regard to online learning. • The study will be structured in video interview and online survey to explore end-users’ thoughts and asking questions based on online learning, accessibility, and education for Autism Spectrum Disorder. • Language used should be at a primary school and intermediate level. • A total of three participants will be interviewed based on individualized questions. • The results will contribute to the bachelor’s degree of the thesis project. WHAT’S INVOLVED As a participant, you will be asked to sign the documentation of Agreement and Confidentiality Statement before the interview. After the documentation, the interview will occur in the videoconference through the participants' preferred method of communication. I will be asking the questions and documenting the information by recording the video with participants' approval permission. (The parent of the child must sign off on this for the child.) Participation will take approximately one 20 to 30 minutes block in one day of your time. •

The interview will occur in Canada by asking questions about online learning at the primary school level.

POTENTIAL BENEFITS • Increased understanding of the benefits and challenges of online learning.

Page 1 of 3 Ver. 2 16112018

Interview

POTENTIAL RISKS • No foreseeable risks.

PUBLICATION OF RESULTS Results of this study may be published in OCAD U GradEx, Portfolio Website. In any publication, data will be presented in aggregate forms. Quotations from interviews or surveys will not be attributed to you without your permission.

CONFIDENTIALITY

Feedback about this study will not be available.

Audio- or video-recording: • The participant will have the right to review/edit the recordings or transcripts. • The recording will be stored in the investigator’s PC file and only accessible by the investigator and the professor. The purpose of the recording will be used for educational purposes and it will be destroyed at the end of the thesis course in April.

CONTACT INFORMATION AND ETHICS CLEARANCE If you have any questions about this study or require further information, please ask. If you have questions later about the research, you may contact the Principal Investigator Lisa (Chaehyun) Kim or the Faculty Supervisor using the contact information provided above.

Data collected during this study will be stored in the investigator’s PC file. The interview data and conversation will be shared temporarily in the weekly course presentation. Also, the pinpoint of the interview conversation will be appeal in the investigator’s portfolio. Data will be kept until approximately two months after the project is complete in April, as well the data will dispose of from the device.

If you have questions regarding your rights as a participant in this study, please contact: Research Ethics Board c/o Office of the Vice President, Research and Innovation OCAD University 100 McCaul Street Toronto, M5T1W1 416 977 6000 x4368 research@ocadu.ca

Access to this data will be restricted to Lisa (Chaehyun) Kim, Frederick Burbach. INCENTIVES FOR PARTICIPATION • None. VOLUNTARY PARTICIPATION Participation in this study is voluntary. If you wish, you may decline to answer any questions or participate in any component of the study. Further, you may decide to withdraw from this study at any time, or request withdrawal of your data prior to data analysis and you may do so without any penalty or loss of benefits to which you are entitled. Your choice of whether or not to participate will not influence your future relations with OCAD University or the investigators Lisa (Chaehyun) Kim involved in the research.

AGREEMENT I agree to participate in this study described above. I have made this decision based on the information I have read in the Information-Consent Letter. I have had the opportunity to receive any additional details I wanted about the study and understand that I may ask questions in the future. I understand that I may withdraw this consent at any time. Name:

___________________________

Signature:

___________________________

Date: ___________________________

Thank you for your assistance in this project. Please keep a copy of this form for your records.

To withdraw from this study, let Principal Investigator (PI) know at any point during the study or you may contact Lisa (Chaehyun) Kim by 3149950@student.ocadu.ca. To withdraw your data from the study, please contact Lisa (Chaehyun) Kim by 3149950@student.ocadu.ca no later than March 31, 2021. The collection of data will be removed from the investigator’s PC file and places that have been used in the research or presentation. Page 2 of 3 Ver. 2 16112018

Page 3 of 3 Ver. 2 16112018

SurveyMonkey

END-USER

Primary End-User 17 Secondary End-User 19 Tertiary End-User 21 16

Primary End-User

• Generation Alpha (Ages 5 to 12)

Name:

Emily

Age:

8 years old

Gen:

Female

Education:

Primary School

Status:

Minor

Activities:

Playing, Hanging out with friends.

Interest:

Animation, Comic Books, Game.

Personality:

Cheerful, Honest, Extrovert.

Goals:

Getting an award for my apps.

Values:

Friendship, Family, Teacher

What do you like about going to school? I love my teacher and she is very kind. My favorite classes are gym and math. What I like about going to school is the unstructured play and occupied play with my friends. Which subjects do you take online? I take math, writing and reading in online. I sometimes use two apps called Squeebles for math learning, and Raz-Kids for reading learning in reward goals for fun. Do you enjoy learning online? I prefer to go to school rather than learning online. What id your favourite online subject? Why? I love Squeebles app for math learning where I can decorate my avatars through awards through matching up the words. Which subject is the most difficult for you to take online? Why? I have difficulties with reading, because I get easily distracted from external noises. Do you find it easier to understnad homework with picture? Yes, it helps me understand better with my homework. What distracts your concentration during the online class? Studying at home sometimes distracts me from focusing on reading.

END-USER

“ I have difficulties with reading because I’m easily distracted from external noises.” 18

Secondary End-User

• Generation Y,X (Ages 21 to 55)

Name:

Michelle

Age:

40 years old

Gen:

Female

Education:

Master Degree

Status:

Profession

Activities:

Reading, Teaching, Researching.

Interest:

Education, Children, Books.

Personality:

Empthic, Leadership, Extrovert.

Goals:

Provide fully reliable education for students.

Values:

Education, Accessbility, Inclusive.

Who are they? The Generation Y individuals are age between 21 to 36 years old, who are undergraduate or grduate university/college students or work as a profession. The Generation X indivduals are age between 39 to 55 years old, who are work as a profession or self-employed. They are most likely married or have children. About Michelle’s Story: Michelle is a primary school teacher who teaches grades 3 and 4 at Garden Creek School. When the pandemic happened, Michelle had to teach students by distance learning and faced challenges to teach students remotely. Michelle is working hard continuously to keep a connection with her students and their parents,. Among finding a way for a student with disabilities is meeting their accommodations translated in online learning. However, Michelle is still struggling due to the lack of inclusive education provided by a school district and the lack of information available for teachers to deliver instructional services. In the future, her goal is to create better online learning for the students to provide fully reliable online education for all students.

“ I would like to provide fully reliable online education for all students.” 20

Teritary End-User

Name:

Jenna

Age:

32 years old

Gen:

Female

Education:

Bachelor Degree

Status:

Profession

Activities:

Working, Reading, Gaming.

Interest:

Children, Family, Education.

Personality:

Caring, Hardworking, Extrovert.

Goals:

Founding a balance.

Values:

Work, Family.

• Generation Y,X (Ages 21 to 55)

Are they doing their classes online? How is that going? It’s been a struggle with online learning for my child. Last March, Gemma has been distance learning, where the school have provided two apps (Squeebles and Raz-Kids). I feel it is not enough learning materials for Gemma which she also takes extra program online to keep up with her education. At first, it was not an easy process and fully relied on an online education system that the school had provided. In circumstance, being a role as a teacher is scary, which made me under pressure. How do you manage to balance between work and child’s remote learning? It is not easy, and I’m being push into being a teacher. What types of devices do you have at home that your child uses for online learning? My child mostly uses a laptop for online learning and data planner, along with a tablet for other applications. How do you track a child’s progress of their online learning? Mostly the teacher tracks the progress through the application, and I track my child’s progress by helping with the homework or the readings. Do you have any other observations or thoughts about learning online? The format that we currently have cannot replace school education. I would worry about my child’s future education, and much more teacher’s interactions with students are required. I found a way for my child to fill in the gap, but it is not enough.

“ Being fully responsible for my child’s online education is scary, which made me under pressure.” 22

Project Deliverable The list of project goals (Must Have, Nice To Have, Dream State)

🤝 🤞 🙌 23

MUST HAVE • Product design (UI/UX). • Three series of posters. • Illustration. • Process book.

NICE TO HAVE • Informercial video. • Motion design into prototype.

DREAM STATE • Bringing universal education for all children. • Able to compelete Nice To Have.

PROJECT DELIVERABLE

BRAND DEVELOPMENT

Verbal Voice 27 Visual Voice 31 26

Brand Development

BRAND VALUE

Connection

Inclusion

Transparency

Empthic

Opportunity

BRAND PERSONA

Friendly

BRAND DEVELOPMENT

BRAND CODE

Accessibility

BRAND DNA

Enhance

Support

Future

BRAND ESSENCE

Collaboration

Mindmap

Verbal Voice

Brand Name

Happy Room

Cube Room

eROOM

uClass

Webspark

Kidspark

Mindweb

Mindcube

Primo

uLearning

Classroom

ROOM

Classweb

utoroom

icube

Cube Room

Pluto

Dream Room

uLesson

Sparkcube

Connection to a brighter future through inclusive online learning. Connection for every child through inclusive online learning. Connection for every child.

Body Copy

eROOM is the accessible virtual classroom that enhances education for all children - regardless of whether a child is with or without disabilities. eROOM provides a universal education (reading, writing and math) that increases competencies and improves the quality of their future lives.

Slogan

Accessibility For All.

Design System

PRIMARY COLOURS

#FF8921 R255 G137 B33

#18D96B R24 G217 B107

#FFE2D4 R255 G226 B212

#CEF2DE R206 G242 B222

#F25E5E R242 G94 B94

#39C7FF R57 G199 B255

#FFD1D5 R255 G209 B213

#C7EFFF R199 G239 B255

#EBA8FF R235 G168 B255 #F9E6FF R249 G230 B255

SECONDARY COLOURS

#252525 R37 G37 B37

#51A7FE R81 G167 B254

#AFAFAF R175 G175 B175

#51A7FE R237 G244 B252

BRAND NAME | FREDOKA ONE

eROOM Regular ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 `~!?@#$%^&*()_-=+[]{}\|;:’”,./<>

SECONDARY FONT | ROBOTO

Accessbility For All.

Thin

Accessbility For All.

Light

Accessbility For All.

Regular

Accessbility For All.

Medium

Accessbility For All.

Bold

Accessbility For All.

Black

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 `~!?@#$%^&*()_-=+[]{}\|;:’”,./<>

Secondary Element

SECONDARY ICONS

PRIMARY ICONS

Brand Name

POSTER

Poster Process 39 Three Series of Posters 41 38

Poster Process Process Process Process Posters Posters Posters

Classroom Classroom Classroom www.classroom.com www.classroom.com www.classroom.com

Simple Connection Simple Connection for Simple Every Connection Child. for Every Child. for Every Child.

ClassroomClassroom contributeClassroom contribute needs the quality needs contribute the quality needs the quality

of education of and education seekofto and education change seek toand change seek to change

inclusive online inclusive learning online inclusive for learning children online forlearning childrenfor children

among children among with children disabilities. among with children disabilities. with disabilities.

POSTER

ROOM contribute the quality of education & seek to change inclusive online learning for children among children with disabilities.

Connection with Every Child.

ROOM www.room.com | @room

ROOM contribute the quality of education & seek to change inclusive online learning for children among children with disabilities.

ROOM www.room.com | @room

ROOM contribute the quality of education & seek to change inclusive online learning for children among children with disabilities.

ROOM www.room.com | @room

Three Series of Posters

APPLICATION

Site Diagram 48 User Flow 49 Low-Fidelity 50 High-Fidelity 54 46

Post-it Notes

Using the post-it notes, I have created the site diagram with primary, secondary and tertiary levels. Among, analyzed the user flow to clear the needs of the end-users.

APPLICATION

Site Diagram

Using the post-it notes, I have created the site diagram with primary, secondary and tertiary levels. Among, organized the essential needs and learning materials for users. Here is the list of key features: Study Group • Collaboration. • Synchronize Chat. • Meeting (Group or Study Time). Perference • Personalize reading structure. • Adjust accessibility tools.

Through the site diagram, I have developed the user flow, which

User Flow

clarifies the strategy, content and needs of end-users. Storytelling In the beginning, the user will need to insert the information on the login or answers the onboarding questions to start the registration. Inside the dashboard, the user will have the contents from Classes to Study Group on the side menu bar. Each content has individual features and the strategy of user flow.

Low Fidelity Wireframces

Splash Screen

Create Account

QR Code

After the splash screen dissolves, the user will need to insert the user name and password by logging in. The user without an account contributed two options to choose from for sign up. The user can insert their account information or using a QR code given by their teacher to take a photo.

Onboarding

Dashboard

By creating an account, the user will need to answer the onboarding questions to start the registration. Then it will transition to the dashboard that contains the side menu bar, search bar, classroom and previous recordings. Inside the side menu bar will be listed the primary contents that the user can easily access.

Classes

The user can accept and join the meeting by browsing the list of class dates. The list will give clarity about tracking the meeting day by day.

Join Meeting

Before joining the live video conference, the user can check and adjust their audio and video.

Video-Conference

During the meeting, the user can adjust their audio and video. The corner of each video screen will contain the star stickers that the teacher can give to student by earning their more avatars from rewards.

Online Whiteboard

The teacher can use the online whiteboard to teach students beyond their learning materials.

Homework

The colour-coded list of homework will give clarity to identify the tasks day by day.

Assignment Outline

Each homework transition to outline where the user can drag and drop the file to submit their work.

Reading Material

The outline also contains the learning material that the user can study with a shortcut to the preference allows adjusting the appearance and accessibility tools.

Calendar

The colour-coded list of homework and meeting will give clarity to identify the tasks.

Preference

The user will able to adjust the appearance and accessibility tools such as screen-reader, AAC and grammatical support.

Study Group

The user can create a meeting for studying with classmates or collaborative projects.

Join Meeting

Before joining the live video conference, the user can check and adjust their audio and video.

Video-Conference

The user can send the live message to the class and use the timer to track their study time.

High Fidelity Wireframces

Google - Material Design (Accessibility) https://material.io/design/usability/accessibility. html#understanding-accessibility VisualEyes https://www.visualeyes.design/ WebAIM https://webaim.org/resources/contrastchecker/

Attention Map Using VisulEyes website to simulate eye-tracking and user testing insights. I have tested the design by using the Attention Heatmap to identify user’s eye-tracking and clarity scores.

VisualEyes

Final High Fidelity Wireframes

Final Application Mockups

Citation

DESIGN RESEARCH: Google Material Design: Accessibility https://material.io/design/usability/accessibility.html#assistivetechnology Google Education https://material.io/design/usability/accessibility.html#assistivetechnology Designing for Global Accessibility, Part I https://design.google/library/designing-global-accessibility-part-1/ Inclusive Design Research Centre https://material.io/design/usability/accessibility.html#assistivetechnology

PHOTOGRAPHY: Unsplash https://unsplash.com/ rawpixel: 2671763, 2671319 by marinemynt https://www.rawpixel.com/mynt/ showcase?sort=curated&mode=shop&page=1 rawpixel: 2318416 by McKinsey https://www.rawpixel.com/image/2318416/premium-photo-imagedown-syndrome-melody-podcast rawpixel: 1314, 7575, 132265, 6586, 202508, 379683, 325524, 7447, 75688 https://www.rawpixel.com/?sort=shuffle&page=1&feed=creativefeed rawpixel: 386897, 385590 by Roungroat https://www.rawpixel.com/pom/ showcase?sort=curated&mode=shop&page=1

rawpixel: 527166, 527195, 391969, 527154 by Chanikarn Thongsupa https://www.rawpixel.com/pai/ showcase?sort=curated&mode=shop&page=1 rawpixel: 536109 by Ake https://www.rawpixel.com/image/536109/premium-photo-imagechildcare-teacher-read-story-teacher rawpixel: 554164 by Busbus https://www.rawpixel.com/image/554164/code-illustration iStock by Getty Images: 1213375869 by Khosrork https://www.istockphoto.com/photo/portrait-of-happy-lazy-little-girlcovering-head-with-book-and-smiling-to-camera-gm1213375869352622041?clarity=false iStock by Getty Images: 1204506988 by Khosrork https://www.istockphoto.com/photo/this-is-me-portrait-of-happypreschool-curly-boy-in-t-shirt-joyfully-looking-at-gm1204506988346614824?clarity=false

MOCKUPS: Is.graphics https://www.ls.graphics/free-mockups Creative Market: Urban Poster Street Mockup - PSD by Asylab https://creativemarket.com/Asylab/4974140-Urban-Poster-StreetMockup-PSD graphicpear https://www.graphicpear.com/mockups/

RESEARCH: Inclusive education: Every child has the right to quality edcation and learning. https://www.unicef.org/education/inclusive-education Accessibility at the Forefront of Design https://www.youtube.com/watch?v=b2AjRklfWQo Reimagining Disability & Inclusive Education https://www.youtube.com/watch?v=CtRY_1mZWWg SPECIAL NEEDS product guides: Autism Spectrum Disorder https://www.lakeshorelearning.com/resources/special-needs/autism Learning Materials That Support Children with Autism https://www.speechbuddy.com/blog/autism/learning-materials-support-children-with-autism/ Supporting Online Learning for Students with Autism https://afirm.fpg.unc.edu/sites/afirm.fpg.unc.edu/files/covid-resources/Supporting%20Online%20Learning%20for%20 Students%20with%20ASD.pdf Specific Learning Disabilities http://www.projectidealonline.org/v/specific-learning-disabilities/ Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction https://www-jstor-org.ocadu.idm.oclc.org/stable/23879885?Search=yes&resultItemClick=true&searchText=Teaching+Reading+Comprehension+and+Language+Skills+to+Students+with+Autism+Spectrum+Disorders+and+Developmental+Disabilities+Using+Direct+Instruction&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DTeaching%2BReading%2BComprehension%2Band%2BLanguage%2BSkills%2Bto%2BStudents%2Bwith%2BAutism%2BSpectrum%2BDisorders%2Band%2BDevelopmental%2BDisabilities%2BUsing%2BDirect%2BInstruction&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A35c6105688aa9ab031819ff263cfa337&seq=7#metadata_info_tab_contents Parents struggle with remote learning while working from home: ‘I’m constantly failing’ https://www.cnbc.com/2020/09/17/remote-learning-why-parents-feel-theyre-failing-with-back-to-school-from-home.html Distance learning not working? Here are strategies to try. https://www.washingtonpost.com/lifestyle/2020/12/01/remote-learning-strategies-covid-parenting/ Piaget’s theory of cognitive development https://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development The 4 Stages of Cognitive Development: Background and Key Concepts of Piaget’s Theory https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457 What to know about Piaget’s stages of cognitive development https://www.medicalnewstoday.com/articles/325030 3 Levels Of Autism: What’s The Difference Between Mild, Moderate And Severe Autism? https://www.steadyhealth.com/articles/3-levels-of-autism-whats-the-difference-between-mild-moderate-and-severe-autism What Is the Range of Special Education Students’ Disabilities? https://degree.astate.edu/articles/k-12-education/what-is-the-range-of-special-education-students-disabilities.aspx