First author · Lead researcher · CHI 2026 · 🏅 Honorable Mention Award

Belonging in the Making: Investigating Inclusive Makerspace Design for Youth with Autism

A multidisciplinary study of how space, sensory conditions, teaching practices, assistive technologies, and community culture can support youth with autism in makerspaces.

Publication ↗

Timeline: Feb–Jul 2025
Participants: 12 multidisciplinary experts
Methods: 4 interviews · 2 focus groups · expert panel
Context: School, museum, and future makerspaces

Challenge

Open access does not automatically create inclusion.

Makerspaces can reproduce barriers through sensory overload, unpredictable routines, inaccessible communication, and limited educator preparation. The project gathered local expertise before implementing new spaces and programs.

My roleLed the study as first author: coordinated data collection, conducted detailed coding across the dataset, developed themes with the research team, translated findings into design guidance, and prepared the manuscript.

Study focus

Designing inclusion across space, technology, and facilitation.

How should physical space, sensory conditions, technology, and facilitation work together?

What would make future makerspaces usable, welcoming, and sustainable for youth with autism?

Research approach

Bringing educational, spatial, and lived expertise together

A staged qualitative process helped compare operational knowledge, spatial expertise, and disability-centered perspectives before turning themes into design considerations.

ListenFour interviews with special-education staff across teaching, therapy, and social work.

CompareTwo focus groups with architects and educators connected to future sites.

ValidateAn expert panel connected emerging themes to accessibility and inclusive STEM practice.

School makerspace interior — Urban makerspace interior

Special education classroom with visual schedules and labeled materials — High school classroom with visual schedules, charts, and labeled storage

Raised vegetable beds in the outdoor garden at a special education high school — High school garden with raised vegetable beds used in horticulture lessons

Key insights

Predictability should be designed into the environment.

Visual schedules, labeled zones, stable workflows, and clear circulation can reduce ambiguity and cognitive load.

Participation requires multiple pathways.

Multimodal instruction, assistive technology, structured pacing, and sensory-regulation options support varied communication and learning needs.

Inclusion is sustained through community culture.

Families, educators, designers, and community members must continually shape programs so spaces remain relevant and welcoming.

Outcome

Practical recommendations for inclusive making.

The findings translate multidisciplinary perspectives into guidance for educators, architects, program designers, and policymakers.

Predictable environmentsClear zones, circulation, schedules, and transitions reduce ambiguity.

Multiple ways to participateMultimodal instruction, assistive tools, flexible pacing, and regulation options support varied needs.

Sustainable belongingFamilies, educators, and community partners continually shape the space and program.