Building Digital Sanctuary: Co‑Designing Virtual Sensory Spaces for Neurodivergent Learners
Tracks
Monarch - In-Person & OnAIR
| Monday, September 28, 2026 |
| 10:50 AM - 11:20 AM |
| Monarch Room |
Overview
Debi Howarth, Kinderworld International Group & William Napa, Torrens University
Key Learnings
1. The importance of intentionally scheduling time for faculty collaboration.
2. Aligning the project brief more closely to WIL assessment.
3. Encouraging designers to engage with neurodivergent peers to inform inclusive design practice
Speaker
Ms Debi Howarth
Adviser
Kinderworld International Group
Building Digital Sanctuary: Co‑Designing Virtual Sensory Spaces for Neurodivergent Learners .
Presentation Overview
“Austin”, “Patience”, “This Is Going to be Big”, and “The Assembly” are recent television programs featuring neurodivergent participants. Alongside a Bollywood ‘first’, featuring a neurodivergent cast, this dynamic shift in programming acknowledges society’s recognition of neurodivergence (ND) across intersecting identities, experiences, and life stages. In parallel, higher education must move beyond deficit models to affirm neurodivergent students’ identities and wellbeing.
This presentation reports on a work integrated learning (WIL) project with final year, Torrens University, Design and Creative Technology students to develop a virtual sensory space (VSS). The project looked to extend inclusive support beyond traditional academic services, recognising how sensory processing, stress, identity, and systems shape neurodivergent experience within the university environment.
This project stems from the growing number of neurodivergent students navigating complex academic discourse, online and hybrid learning modalities, and key life transitions associated with higher education. These pressures may intersect with cultural background, gender identity, mental health, and prior educational experiences, amplifying the need for trauma-informed, flexible, and affirming student supports, while complementing other university support services.
Digital sensory spaces are underexplored in tertiary education. This project addresses that gap by offering an accessible online sanctuary enabling students to manage sensory overload, regain focus, and foster belonging. Using a codesign approach, Design students act as technical contributors and peers whose experience inform inclusive practice. The project contributes to emerging research and innovation supporting neurodiversity. It suggests an intervention at scale and offers insights for multidisciplinary and cross-sector collaboration.
Project key learnings highlighted the importance of intentionally scheduling time for faculty collaboration and included the need to align the project brief more closely with Work Integrated Learning (WIL) assessment requirements to support project clarity. Finally, encouraging student designers to engage with neurodivergent peers emerged as critical in supporting empathetic and inclusive design practice.
This presentation reports on a work integrated learning (WIL) project with final year, Torrens University, Design and Creative Technology students to develop a virtual sensory space (VSS). The project looked to extend inclusive support beyond traditional academic services, recognising how sensory processing, stress, identity, and systems shape neurodivergent experience within the university environment.
This project stems from the growing number of neurodivergent students navigating complex academic discourse, online and hybrid learning modalities, and key life transitions associated with higher education. These pressures may intersect with cultural background, gender identity, mental health, and prior educational experiences, amplifying the need for trauma-informed, flexible, and affirming student supports, while complementing other university support services.
Digital sensory spaces are underexplored in tertiary education. This project addresses that gap by offering an accessible online sanctuary enabling students to manage sensory overload, regain focus, and foster belonging. Using a codesign approach, Design students act as technical contributors and peers whose experience inform inclusive practice. The project contributes to emerging research and innovation supporting neurodiversity. It suggests an intervention at scale and offers insights for multidisciplinary and cross-sector collaboration.
Project key learnings highlighted the importance of intentionally scheduling time for faculty collaboration and included the need to align the project brief more closely with Work Integrated Learning (WIL) assessment requirements to support project clarity. Finally, encouraging student designers to engage with neurodivergent peers emerged as critical in supporting empathetic and inclusive design practice.
Biography
Debi Howarth is an Adviser for the Kinderworld International Group, a Singaporean owned company with an extensive internationalising education agenda including ownership of 15 international schools in Viet Nam. From 2022-2025, Debi was the Head of Academic Success at Torrens University Australia, responsible for a team of academic support facilitators, and until recently she was the VP of the Association for Academic Language and Learning (AALL). She is a member of HERDSA and is a co-investigator with research colleagues at the University of Southern Queensland where her scholarly work focuses on academic numeracies.
Mr William Napa
Academic Support Facilitator & PASS Program Supervisor
Torrens University Australia
Building Digital Sanctuary: Co‑Designing Virtual Sensory Spaces for Neurodivergent Learners
Presentation Overview
“Austin”, “Patience”, “This Is Going to be Big”, and “The Assembly” are recent television programs featuring neurodivergent participants. Alongside a Bollywood ‘first’, featuring a neurodivergent cast, this dynamic shift in programming acknowledges society’s recognition of neurodivergence (ND) across intersecting identities, experiences, and life stages. In parallel, higher education must move beyond deficit models to affirm neurodivergent students’ identities and wellbeing.
This presentation reports on a work integrated learning (WIL) project with final year, Torrens University, Design and Creative Technology students to develop a virtual sensory space (VSS). The project looked to extend inclusive support beyond traditional academic services, recognising how sensory processing, stress, identity, and systems shape neurodivergent experience within the university environment.
This project stems from the growing number of neurodivergent students navigating complex academic discourse, online and hybrid learning modalities, and key life transitions associated with higher education. These pressures may intersect with cultural background, gender identity, mental health, and prior educational experiences, amplifying the need for trauma-informed, flexible, and affirming student supports, while complementing other university support services.
Digital sensory spaces are underexplored in tertiary education. This project addresses that gap by offering an accessible online sanctuary enabling students to manage sensory overload, regain focus, and foster belonging. Using a codesign approach, Design students act as technical contributors and peers whose experience inform inclusive practice. The project contributes to emerging research and innovation supporting neurodiversity. It suggests an intervention at scale and offers insights for multidisciplinary and cross-sector collaboration.
Project key learnings highlighted the importance of intentionally scheduling time for faculty collaboration and included the need to align the project brief more closely with Work Integrated Learning (WIL) assessment requirements to support project clarity. Finally, encouraging student designers to engage with neurodivergent peers emerged as critical in supporting empathetic and inclusive design practice.
This presentation reports on a work integrated learning (WIL) project with final year, Torrens University, Design and Creative Technology students to develop a virtual sensory space (VSS). The project looked to extend inclusive support beyond traditional academic services, recognising how sensory processing, stress, identity, and systems shape neurodivergent experience within the university environment.
This project stems from the growing number of neurodivergent students navigating complex academic discourse, online and hybrid learning modalities, and key life transitions associated with higher education. These pressures may intersect with cultural background, gender identity, mental health, and prior educational experiences, amplifying the need for trauma-informed, flexible, and affirming student supports, while complementing other university support services.
Digital sensory spaces are underexplored in tertiary education. This project addresses that gap by offering an accessible online sanctuary enabling students to manage sensory overload, regain focus, and foster belonging. Using a codesign approach, Design students act as technical contributors and peers whose experience inform inclusive practice. The project contributes to emerging research and innovation supporting neurodiversity. It suggests an intervention at scale and offers insights for multidisciplinary and cross-sector collaboration.
Project key learnings highlighted the importance of intentionally scheduling time for faculty collaboration and included the need to align the project brief more closely with Work Integrated Learning (WIL) assessment requirements to support project clarity. Finally, encouraging student designers to engage with neurodivergent peers emerged as critical in supporting empathetic and inclusive design practice.
Biography
William is a UNSW Psychological Science graduate who supports student success at Torrens University as an Academic Support Facilitator and nationally accredited PASS Program Supervisor. He designs practical, evidence‑informed learning resources, facilitates academic skills workshops, and mentors Student Leaders in developing confidence and capability. William also creates and co-leads academic integrity initiatives, provides guidance to students navigating the appeals process, and is co‑developing a comprehensive Academic Integrity Module. In addition, he co‑facilitates neurodivergent‑affirming workshops and is committed to fostering supportive, inclusive, and ethically grounded learning environments for students.
