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Rainbow Gleam
Visual Calendar for Autism Kids
What's Rainbow Gleam
Rainbow Gleam is an innovative visual calendar designed to enhance learning for students with ASD. It combines interactive technology with sensory aids, offering a customizable and engaging environment for learning.
Its goal is to reduce anxiety and cognitive overload, making learning more accessible and engaging for these students.
What I did
This was a school project focused on accessibility and inclusive design. Working alongside 3 researchers, I designed a digital solution specifically for a unique user group: pre-school children with autism.
My role
UX Designer
UI Designer
​UX Researcher
Duration
3 Months
Deliverables
Research Protocol
User Research
Mid-Fi Wireframe
Hi-Fi Wireframe
Prototype
Tired of Reading?
Feel free to watch our presentation video instead! (Captions included)
Recent findings from Autism Ontario and the 2019 Canadian Health Survey on Children and Youth have shown a rise in ASD diagnoses in Toronto.
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Our research indicates that certain ASD symptoms, such as "Insistence on Sameness" (IS behaviour), which plays a significant role in understanding resistance to routine changes and compulsive behaviours, have not received sufficient attention.
Targeted disability and user group identification
Children with Autism Spectrum Disorder (ASD) often experience exclusion from various activities or peer groups.
But, why?
Because these children struggle with unexpected changes or disruptions to their established routines, causing distress and potential behavioural difficulties.
My design specifically targets challenges encountered by children with ASD, particularly their "Insistence on Sameness" (IS behaviour). This symptom is characterized by significant emotional distress in response to unexpected changes in routines and a profound desire for stable environments.
Their difficulty in adjusting to alterations in schedules or disruptions can lead to increased stress and anxiety, negatively impacting their ability to learn and engage socially within the school setting.
So the design will be centred around addressing the unique challenges faced by preschool-aged children (3-6 years old) with Insistence on Sameness behaviour in school environments.
How are pre-school teachers addressing these challenges now?
At a Montessori School in Markham, teachers there are using a large white analog clock surrounded by twelve smaller blue clocks and yellow-framed photographs to visually represent the day's activities for students with Autism Spectrum Disorder (ASD).
But there are still constrains about this visual calendar
The white analog clock setup wasn't ideal because:
1. Challenges in understanding time and clock: Some children may not be able to read clocks or grasp the concept of time, making the system less effective for them.
2. Lack of visibility: Depending on the size of the room and the placement of the clocks, it might be difficult for all children to see and understand the schedule from a distance.
3. Hard to maintain: Physical clocks require maintenance, including adjusting times for accuracy and replacing batteries, which adds to the upkeep efforts.
Barriers faced by children with IS behaviors
1. Organizational or systemic barriers: Schools with unpredictable schedules or overly flexible timetables pose challenges for these children who require consistency and stability in their routines.
2. Information technology barriers: Insufficient provision of visual aids or assistive technologies can hinder their ability to mentally prepare for changes and transitions, impacting their overall adjustment within the school setting.
Design goals
My goal is to create a digital system that offers visual cues for upcoming activities, the aim is to transform challenging environments into spaces that are easier to navigate.
This system is designed to help children with ASD and IS behavior manage sensory overload, promoting self-regulation and emotional well-being.
Challenges
1. How to make the interface intuitive for ASD kids: Creating an interface that is both intuitive and engaging for children with ASD can be challenging. It should be simple enough to prevent being overwhelmed, yet engaging enough to maintain their interest.
2. How to make the design sensory-friendly: Children with ASD may have sensitivities to specific visual or auditory stimuli. Designing an app that accommodates these sensitivities without causing distress is crucial.
3. How to show time in an easy way: Addressing the challenge that some children with ASD may not understand the concept of time or how to read a clock is essential. The design should present time in a way that is both comprehensible and accessible to them.
Let's delve into the design work
Final production
My approach uses a multi-sensory strategy that combines visual and auditory elements to meet the varied learning needs of students with ASD. Through the integration of interactive technology and sensory aids, I aim to make their school days more smooth and less stressful.
Colour-coded time management system
By implementing a colour-coded system linking digital clock colours with activity frames, simplifying time understanding and facilitating activity anticipation for the children.
Zoom-in for better readability
This visual calendar features a zoom-in capability for images, attracting attention with its animations, enhancing visibility from a distance, and support the varied visual needs of children with ASD.
Auditory cues for transition support
Using music as non-intrusive auditory cues can help in task transitions for ASD children. This approach is supported by research on its effectiveness in ASD learning environments.
​(Click on the bottom-right corner of the video to hear the audio)
Create a stress-free environment by using music
Uses calming music during specific times to create a soothing atmosphere, acknowledging sensory sensitivities and promoting a conducive learning environment for children with ASD.
(Click on the bottom-right corner of the video to hear the audio)
Recap and review for memory consolidation
At day's end, this visual calendar features a recap screen, facilitating reflection on activities completed, enhancing memory consolidation, and supporting communication of daily experiences with parents at home.
No design is perfect, potential barriers still exist...
The philosophical conflict
Barriers include the philosophical conflict with Montessori's emphasis on hands-on, nature-based learning. Our tech-heavy approach might face skepticism in such low-tech environments, highlighting the need for a delicate balance between embracing technology and maintaining traditional tactile learning principles.
Screen time and technology limitation
Parental concerns about increased screen time for young learners present a substantial challenge, necessitating strategies to minimize screen reliance while still enhancing educational value. The varied technology settings across different schools add another layer to this issue, requiring flexible solutions that can adapt to diverse technological landscapes and preferences.
Future directions
Moving forward, I plan to conduct field studies and usability testing to refine the design iteratively. Understanding the regulations around screen usage in classrooms and gathering more research will guide these improvements.
By adapting the solutions to fit within these frameworks and addressing feedback with design iterations, I aim to create an inclusive and effective learning tool that benefits all students, aligning with varied educational philosophies and technological capabilities.
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