Designing Tangible User Interfaces for Neurodiversity: A Focus on Dyslexia-Friendly Inclusive Design Features

Abstract

Tangible User Interfaces (TUIs) provide multisensory interaction and engagement, which are essential for learning for neurodivergent learners, such as children with dyslexia, dyscalculia, and autism spectrum disorder. Given their diverse learning needs, neurodivergent learners require specifically designed tools to support their learning. Existing TUIs provide limited evidence on specific design features, focusing on inclusive reading design for neurodivergent children and on Universal Design principles. Therefore, this paper presents five finalised inclusive design components for TUIs, specifically tailored to address the unique needs of children with reading difficulties. The components were established through thematic analysis of focus group data from five specialised educators using Atlas.ti. The findings revealed five inclusive design components, mapped directly to the five dimensions of interaction design and universal design principles. These components are crucial for triggering multisensory engagement and mitigating text-processing barriers for struggling readers, thereby providing a more inclusive and effective learning session. This effort strives to support UNESCO Sustainable Development Goal 4, which aims to promote inclusive and equitable quality education.