Bridging Behavior Support and Digital Design 

28th April 2026

In my work in accessibility consulting, I am often thinking about how to bridge the gap between what we know works for neurodivergent individuals and how tools are actually designed and used in everyday life.

During the University of the West Indies’ second semester (January–April 2026), I had the opportunity to serve as an external supervisor on a university-based engineering project as part of their Community Service Learning (CSL) Group Project. This initiative focuses on applying electrical and computer engineering (ECE) knowledge and skills to address real-world, community-based challenges under the guidance of a qualified supervisor.

The group of students who approached me set out to design a interactive webpage centered on behaviour support for children with neurodiverse needs. The goal was simple but meaningful: to create a tool that helps families support daily routines, task completion, and emotional regulation in a way that is clear, respectful, and accessible

The Problem We Were Solving

Many neurodivergent children experience challenges with:

Transitions between tasks: Moving from one activity to another can be difficult, especially when there is little warning or structure. Sudden changes can feel overwhelming and may lead to resistance or distress.

Understanding expectations: Verbal instructions alone are not always enough. Children may struggle to interpret what is being asked of them, particularly when tasks are multi-step or abstract.

Managing routines independently: Organizing and completing daily tasks requires planning, sequencing, and time awareness — skills that can be more challenging for some neurodivergent learners without additional supports.

Communicating how they are feeling: Children may not always have the language or confidence to express their emotions clearly, which can sometimes show up as frustration, withdrawal, or challenging behaviour.

These challenges are not about ability or motivation, but about differences in how information is processed and experienced. What’s often missing is structure, predictability, and accessible communication tools that make expectations clear, reduce uncertainty, and support children in navigating their day with greater confidence.

Designing With Neurodiversity in Mind

A key aspect of my role was guiding the students to move beyond basic functionality and to approach accessibility as a foundational design principle, rather than an afterthought. This involved embedding features that align with how neurodivergent children process information, regulate behaviour, and engage with tasks.

Core design elements included:

• Simplified, child-centred user interfaces, incorporating clear iconography and minimal text to reduce cognitive load

• A visual timer which allows users to literally see the passage of time, enhancing productivity, improving time management, and easing transitions

• A feelings thermometer, functioning as a visual self-report tool to support emotional awareness and expression without external evaluation

• A virtual calm down corner, incorporating guided breathing exercises and low-stimulation visual elements to support self-regulation

Importantly, the design process intentionally moved away from evaluative features such as adult-led mood rating systems. Instead, the platform emphasizes tools that facilitate self-expression, co-regulation, and relational communication, rather than judgment or behavioral scoring.

The students also introduced several thoughtful task management features grounded in accessibility and motivation theory, including:

• Customizable visual task cards, allowing caregivers to upload personalized visuals to increase relevance and contextual understanding. This reduced reliance on verbal instruction and support predictability through structured, sequential task representation.

• A “grow a plant” progress visualization system, in which consistent task engagement contributes to the gradual growth of a virtual plant. This serves as a form of visual, cumulative reinforcement, making progress tangible over time

• Tiered task categorization (e.g. minor, medium, major), supporting executive functioning by scaffolding planning and task prioritization

• A reward structure designed to reinforce consistency and sustained engagement, rather than isolated task completion

• The implementation of a dual-role user system, in which caregivers act as supervisors of the child’s profile. This enables oversight, customization, and guided support, while maintaining opportunities for the child to independently engage with the platform.

From Design to Real-World Use

An important part of this project was ensuring that the portal was not just designed, but tested and experienced by real users.

I guided the students in facilitating a virtual showcase, where parents and students were invited to interact with the website and provide feedback. This created an opportunity to gather both structured and informal insights, helping the team understand how the platform functioned in real-world contexts.

Following this, the project moved into a more formal stage of implementation. The team conducted a handover to CTS College, who were the beneficiaries of the webpage and will now host and run the portal as part of their platform for students and families. This step was particularly meaningful, as it ensured that the project would continue to have ongoing relevance and impact beyond the classroom.

The project concluded with a final presentation showcase, where the students demonstrated their work, reflected on their design decisions, and highlighted the outcomes of the pilot phase.

Accessibility Is More Than Compliance

This project reinforced something I often emphasize in my consulting work: Accessibility is not just about meeting standards, it’s about creating tools that people can actually use, understand, and benefit from in their daily lives. For neurodivergent children, accessibility means:

• Reducing cognitive load

• Making expectations visible

• Supporting autonomy

• Respecting emotional experiences

It’s about designing with the user, not just for them.

Working Across Disciplines

One of the most rewarding aspects of this project was collaborating with engineering students who were new to special education and behaviour support. It required:

• Translating educational and psychological concepts into practical design decisions

• Thinking critically about ethics, language, and user experience

• Ensuring that the final product was both technically sound and meaningfully accessible

This kind of interdisciplinary work is where accessibility consulting becomes especially powerful. While this was a short-term project, the aim was not to create dramatic change overnight, but to build a tool that could:

• Support consistency in routines

• Encourage independence

• Facilitate communication between children and caregivers

Sometimes, the most impactful solutions are the ones that make everyday tasks just a little clearer, a little calmer, and a little more achievable.

This project is a reminder that accessibility is not a separate field, it is a lens that can and should be applied across disciplines. Whether we are designing classrooms, interventions, or digital tools, the goal remains the same: 

To create environments where individuals are supported in ways that are understandable, respectful, and aligned with how they experience the world.

If you’re exploring ways to make your learning environments, tools, or services more accessible and neurodiversity-affirming, I’d be happy to connect.