A Latin-script typeface, based on special education teachers' opinions, to use in literacy education of individuals with autism

Abstract

The present study is based on an investigation in the areas of psychology, pedagogy, and design. It investigated the reading process and reading education strategies of individuals with autism spectrum disorders (ASD) in order to develop a typographic system to assist pedagogues as they develop educational aids appropriate for a child's reading problems. The study used an interdisciplinary research methodology including a literature study, empirical knowledge, and a survey study. The survey was based on the opinions and experiences of special education teachers. The survey study showed that individuals with autism could have difficulties learning similar letterforms. According to the combined results of special education teachers' common opinions, legibility studies, and literature study, the prototype of a typeface for individuals with autism and learning disabilities was developed. The Accessible Typeface v.1, v.2, v.3, v.4 v.5 family has been developed with the intention to facilitate learning-to-read and to minimize reading mistakes for individuals with autism and learning disabilities. However, before being implemented, this font family should be tested to conclude whether it is beneficial or not to teach an individual who has autism or learning disabilities in reading.