Morgado, Aprígio Luís MoreiraSantos, Ricardo Rodrigues dosSerin, Efecan2019-08-012019-08-012019-07-18http://hdl.handle.net/10400.8/4034The present research is based on studies in the areas of psychology, pedagogy and design. It was investigated the reading process and reading education strategies of individuals with autism spectrum disorders (ASD) with the purpose of developing a typographic system to assist pedagogues and to develop educational aids appropriate for child's reading problems. It was used interdisciplinary research methodology in this thesis with literature study, interviews with experts and a survey study. The survey was based on the opinions and experiences of special education teachers and the following findings were presented: • The student with autism may have difficulties learning to read. • They may mistake similar letters with each other, for example b and p, due to the similarity in letter shape. • Their reading pattern may be characterized by impaired or normal delayed reading pattern. 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, 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 ease individuals ability to learn reading and minimize mistakes in reading. However, before being implemented, this font family should be tested to conclude whether it is beneficial or not to teach an individual who has an autism or learning disabilities in reading.engPsychologyPedagogyGraphic DesignAutism Spectrum Disorders (ASD)Typographic systemAccessible TypefaceFont familymaster thesis202269353