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Acquiring educational access for neurodiverse learners through multisensory design principles

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. We draw from our main author's experience as a heavily remediated Dyslexic, a lifelong user of modified, adaptable and assistive technology, and a self-aware learner taught to understand why the methods behind her remediation worked. We additionally draw on our cumulative experience as users, teachers and developers of technology and on interviews with participants from a wide variety of sociocultural functions and pedagogical practices involved with special education. Based upon these and existing methods and applications, we present our insights in the form of guidelines for universal design that have the potential to not only embrace the differences of all learners but to maximize the potential of underserved neurodiverse learners so they can become self-sufficient masters of their own skills and interests across their lifetime.