Design for well-being: A workshop-based approach to non-formal education and autism spectrum disorder

This study aims to investigate the role of Design for Well-Being in the creation of tools that support individuals with Autism Spectrum Disorder (ASD) within non-formal education contexts. The research is based in a workshop approach methodology, where participatory design practices are used to co-develop inclusive and accessible strategies in collaboration with spaces such as cultural centers, museums, support schools, and other non-formal educational environments. By positioning workshops as both instruments of inquiry and collaborative creation, the project advances innovative methods for translating complex knowledge into practical didactic resources. T he work is organized into successive phases: (i) mapping and prioritizing non-formal education spaces in the city of Belo Horizonte (MG- Brazil), (ii) strengthening institutional engagement through targeted communication strategies, (iii) executing intensive cycles of workshops, and (iv) analyzing and disseminating results in academic and professional forums. Data collection includes visual records, questionnaires, and collaborative outputs generated during the workshops, which will be systematically organized for thematic analysis. Preliminary results indicate that the workshops have been effective in promoting engagement, producing adaptable educational tools, and fostering dialogue between design and education. By integrating well-being, design, and education, the research contributes to the consolidation of flexible and collaborative educational ecosystems, reinforcing the potential of design methodologies to democratize knowledge and address the specific needs of ASD populations in non-formal learning contexts.