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The idea of inclusive education raises the question of security of children with autism spectrum disorders (ASD). It is the imperative of the time to create teaching materials that promote the effective implementation of educational curriculum. However, we have to stress the fact that most of the evaluable nowadays teaching materials have been created spontaneously, without any reliable criteria. Our primary hypothesis is that children with ASD have specific features of visual perception that do not depend on the state of their intelligence, which is confirmed by empirical data obtained by the authors. Our secondary hypothesis, specified in the process of research, stipulates that children with ASD will differently perceive different graphic images executed in different styles. These findings are further confirmed by empirical data collected by the authors in the study of perception and understanding of different graphic images by children with ASD and mental retardation. On the basis of theoretical and empirical data we specified the criteria for graphic design products which play a pivotal role in the formation of school educational environment. In this respect we focus on the criteria for design materials (including design criteria provisions, formulated by Norman, which he addressed to practicing designers).
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Document Type: Research Article

Affiliations: 1: Ural Federal University, Yekaterinburg, Russia 2: Perm National Research Polytechnic University, Perm, Russia & Geographical Institute Jovan Cvijic of Serbian Academy of Sciences and Arts, Belgrade

Publication date: January 1, 2017

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