Abstract

This paper concerns solutions to insufficient support in educational inclusivity through the subject of the five design process steps. It leverages the insights of researchers, such as Linda Silverman, regarding ‘visual-spatial learners’, individuals who perceive the world through images rather than words and thrive in navigating complex tasks, yet often face challenges with linear, step-by-step processes. This work critiques the conventional educational methods that frequently overlook the profound potential of spatially adept students. A final prototyped solution was assembled. The outcome was shaped, sanded, and painted wooden spatial analogies of play, designed for rearrangement, and interactively representative of the design process steps. This is in conjunction with the terminology and definition cards of each step presented on eye-catching large-font, 8.5”x6.5” illustrated, laminated cards. This paper serves to validate these particular thinkers, but could be utilized by a broader audience.

Library of Congress Subject Headings

Design--Study and teaching--Simulation methods; Multiple intelligences; Inclusive education; Project method in teaching; Activity programs in education

Publication Date

5-9-2025

Document Type

Thesis

Student Type

Graduate

Degree Name

Industrial Design (MFA)

Department, Program, or Center

Design, School of

College

College of Art and Design

Advisor

Melissa Dawson

Advisor/Committee Member

Stan Rickel

Campus

RIT – Main Campus

Plan Codes

IDDE-MFA

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