Como você pode projetar recursos visuais que sejam acessíveis a pessoas com autismo?

The first step is to identify your need. When my autistic daughter reached puberty and no sex education was offered at her special school. I found a learning specialist who taught my daughter through 3 dimensional images of male and female anatomy. She could learn and process at her own pace and ask questions while pointing to an image. While I don't design visual aids and am not tech savvy, I advise clients to seek visual aids, especially with abstract or complex material. Autistic people often learn better when offered visual or sensory immersion in difficult subjects.

Designing visual aids for individuals with autism requires consideration of their unique sensory needs and processing preferences. Use clear and simple visuals with minimal distractions to avoid overwhelming sensory input. Incorporate consistent and familiar symbols or icons to aid comprehension. Provide visual instructions step-by-step, using a combination of images and text to accommodate different learning styles. Use high contrast colors and avoid patterns that may cause sensory overload. Ensure information is organized logically and predictably to support understanding. Test the aids with individuals on the autism spectrum and gather feedback to refine the design for improved accessibility.

Initiate a participatory design process by involving individuals with autism in the creation phase, using their direct input to tailor visual aids that resonate with their unique way of processing information, essentially co-creating tools that are innately accessible.

Experiment with the concept of 'visual quietness' by incorporating elements of nature and serene landscapes into your design, using these motifs to reduce cognitive overload while still conveying the intended message, fostering a tranquil visual environment.

Introduce an interactive element where users can customize the visual aids themselves, allowing them to adjust colors, fonts, and the complexity of information displayed according to their personal comfort level and sensory preferences, essentially giving them the controls to their visual experience.

A good thing to keep in mind is to actually listen to autistic people, and learn from them. Never assume. Whether it’s the language they prefer when describing themselves (identity first language, person first language, or a mixture), or considering if you’re unintentionally being ‘too positive’ or accidentally ‘infantilizing’. It would also be good to try to minimise the use of idioms and metaphors, and too many jargons, for not all autistic people could understand those.

Use Clear and Simple Graphics: Utilize clear, simple graphics with minimal distractions to convey information effectively. Avoid cluttered or overly detailed visuals that may overwhelm or confuse individuals with autism. Use Consistent Visuals: Maintain consistency in the use of colors, shapes, icons, and symbols to help individuals with autism recognize patterns and make connections between different visual elements. Provide Visual Instructions: Use step-by-step visual instructions or guides to help individuals with autism understand tasks or routines. Visual schedules, checklists, and diagrams can be particularly helpful for providing structure and predictability.