Designing for the senses

Abstract

This thesis explores how sensory design principles, shaped by the perspectives of visually impaired children, can enhance the accessibility of educational environments. The primary research question is: “In what way can the perspective of a child and sensory design principles enhance the accessibility of educational environments for visually impaired children in, for example, the Tarwewijk?” The study emphasizes the integration of sensory elements such as sight, touch and sound to create more navigable and supportive spaces for these children. A mixed-methods approach was employed, consisting of a literature review, observations in blind simulation environments, and interviews with an architect who has a visual impairment. These methods provided valuable insights into the practical application of sensory design for visually impaired children. The research revealed that multisensory design elements, like tactile markers and sound cues, significantly enhance accessibility and foster cognitive and social development in visually impaired children. Prioritizing sensory inclusivity in design can promote greater independence and engagement in these spaces. In conclusion, sensory design informed by the needs and perspectives of visually impaired children improves the accessibility and usability of educational environments. Future research should build upon these findings by incorporating more case studies and expert insights to deepen understanding and enhance design practices. Keywords: sensory design, visually impaired children, accessibility, educational environments, multisensory design, tactile markers, sound cues, sensory inclusivity, independence, cognitive development, social development.