A New Challenge in Wayfinding

“It was a mix of excitement and humility,” said Robert Canak, Managing Partner of the Modulex office in Croatia, when reflecting on the opportunity to design signage for a school dedicated to children on the autism spectrum. “Designing for children on the autism spectrum is still a relatively uncharted area in the signage and wayfinding realm. We saw it as an opportunity to explore how design can meet neurodiverse needs in a meaningful, evidence-based way.”

Rethinking the User Group

Unlike conventional wayfinding projects, this one demanded a radical shift in perspective. “Neurotypical users tend to process symbols and environments through shared conventions, but that assumption doesn’t hold when designing for individuals on the spectrum,” Robert explained. “Some respond more to tactile textures, others to colour or visual anchors. This meant that flexibility, iteration, and user-centred thinking were central to every design decision we made.”

Building on Existing Foundations

Joining the project later turned out to be a hidden advantage. “The architectural zoning and colour strategies were already established, which allowed us to build on those foundations and focus on translating spatial logic into visual language,” he said. The team’s approach was intensely iterative, grounded in research and refined through constant evaluation of cognitive load and perceptual clarity.

Researching Beyond Guidelines

Robert emphasised the absence of codified guidelines for ASD (Autism Spectrum Disorder) design, “There is no singular ‘ASD guideline’ akin to ADA (Americans with Disabilities Act). So, we immersed ourselves in the existing literature on how individuals with ASD perceive symbols, environments, and transitions.” One key insight came from developmental psychology: children with ASD respond better to highly iconic, realistic, and coloured imagery. “Clarity does not come from minimalism – it comes from detail.”

From Abstraction to Realism

This insight led to a pivotal design change. “For a child on the spectrum, a conventional WC pictogram becomes ‘translucent,’ meaning it doesn’t register as meaningful,” Robert noted. “We replaced it with a realistic illustration of a child approaching the toilet bowl. It combines action with object, shows what to expect, and bridges the gap between symbol and function.”

Balancing Parallel Perceptions

Balancing the needs of neurodiverse children with those of neurotypical adults posed another challenge. “Designing signage that meets the needs of both groups – without confusing either – requires nuanced layering and spatial logic,” Robert explained. “Children on the spectrum often have a lower gaze angle, meaning their line of sight is directed differently than that of adults. In practice, it’s almost like designing two parallel systems that must coexist harmoniously – one intuitive from an adult’s upright perspective, and another accessible and meaningful from a child’s lower, more ground-oriented viewpoint.”

Seeing Through a Child’s Eyes

Robert described their approach as treating the signage system like a user interface. “We tried to understand it from the child’s point of view, spatially and perceptually.” The outcome will help children build spatial memory and confidence by reinforcing orientation through repeated, predictable cues.

Beyond Universal Design

Ultimately, Robert believes this project redefines what accessibility can mean. “Universal design is powerful, but it’s inherently about compromise. Neurodiverse design requires something different: specificity.” He added, “This project showed us that accessibility must sometimes go beyond universality. It must be empathetic, evidence-driven, and grounded in how people perceive, not just how we think they should.”