Co-adapting a design thinking activity to engage students with learning disabilities: Insights and lessons learned

Abstract

Teaching students with learning disabilities about design thinking can prepare t hem to be active co-designers of learning tools and resources that will ultimately benefit them and their peers. In this paper, we outline an introductory design thinking activity conducted with students with learning disabilities and share two specific and contrasting student interactions that occurred during the activity. The two interactions highlight how being able to engage in open, respectful, and constructive idea sharing can lead to a more sophisticated and evolved design prototype. Student collaboration observed also provides insight into improved ways to scaffold learners in introductions to design thinking. We share lessons learned and ideas for how to modify this activity to better support a positive introduction to design thinking experience.