Collaborative Co-Creation: Transforming Naive Art of Autistic Children into Fashion Design Through Graphic Design Intervention

Collaborative Co-Creation: Transforming Naive Art of Autistic Children into Fashion Design through Graphic Design Intervention

Muhamad Hafiz Hassan¹*, Rainal Hidayat Wardi², Valerie Anak Michael³, Mohamad Firdaus Ahmad⁴, Nur Syazwani Zulaikha Safwan⁵

^1/3College of Creative Arts, Universiti Teknologi MARA, Cawangan Sarawak, Kampus Samarahan, Sarawak

²College of Creative Arts, Universiti Teknologi MARA Shah Alam, Shah Alam, Selangor

^4,5Faculty of Sports Science and Recreation, Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Seremban

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9020137

Received: 19 January 2025; Accepted: 22 January 2025; Published: 07 March 2025

ABSTRACT

This study investigates the collaborative co-creation process between autistic children’s naive artwork and professional designers in developing innovative fashion designs. Through a rigorous qualitative methodology, we examined how graphic designers can enhance and transform artistic expressions of moderate-stage autistic children (ages 5-7) into viable textile patterns. Participants were purposively selected based on their diagnosed moderate-stage autism, demonstrated interest in artistic activities, and ability to engage in structured creative tasks. The study employed mixed methods, including in-depth interviews with five art teachers experienced in autism education (minimum 5 years experience), direct observation of artistic sessions, and detailed case studies of three autistic students at SK Desa Pinggiran Putra, Kajang. Ethical considerations, including parental consent, sensory accommodation, and child-centric approaches, were prioritized throughout the research process. The findings reveal that specific artistic techniques – bubble wrap printing, abstract brush strokes, and free-hand drawing – can be successfully translated into fashion designs while preserving the authentic creative voice of the autistic artists. Statistical analysis of engagement patterns showed significant improvement in sustained attention (p<0.05) during structured artistic activities. This research contributes to the growing body of knowledge on inclusive design practices and demonstrates the potential for meaningful collaboration between special education and commercial design sectors, while providing a replicable framework for similar initiatives.

Keywords—Autism Spectrum Disorder (ASD), collaborative design, naive art, fashion design, graphic design, inclusive design, visual communication, sensory integration

INTRODUCTION

The intersection of autism, artistic expression, and design presents unique opportunities for meaningful creative collaboration in contemporary design practice. Recent studies have demonstrated that children with Autism Spectrum Disorder (ASD) often possess distinct visual-spatial abilities that can be effectively channeled into creative expression (Hassan et al., 2024b). However, there remains a significant gap in understanding how these creative outputs can be meaningfully integrated into commercial design applications while maintaining their authentic character and supporting the artists’ development.

The need for this research is underscored by recent developments in inclusive education and design practices. Hassan et al. (2023) emphasize that visual teaching tools and creative expression play crucial roles in the development of children with ASD. This study extends this understanding by examining how graphic design intervention can bridge the gap between autistic children’s naive artwork and contemporary fashion design, while simultaneously promoting social awareness and appreciation of autistic creativity.

Current statistics from the Ministry of Health Malaysia indicate a rising prevalence of ASD diagnoses, from 1 in 600 children to approximately 1.6% in recent years (Hassan et al., 2024). This increase highlights the growing need for inclusive approaches that can showcase and celebrate the creative capabilities of individuals with autism.

Research Objectives

1. To examine the potential of collaborative co-creation between autistic children and professional designers.
2. To develop a comprehensive framework for translating naive art into viable fashion designs.
3. To evaluate the effectiveness of various artistic techniques in pattern creation.
4. To assess the impact of this collaboration on autism awareness and social inclusion.
5. To establish guidelines for respectful transformation of autistic children’s

Problem Statement

Despite the growing recognition of artistic abilities in children with ASD, several challenges persist:

1. Limited platforms for showcasing autistic children’s creative
2. Gap between naive art expression and commercial design
3. Need for structured approaches in collaborative design
4. Lack of frameworks for translating autistic art into fashion design

LITERATURE REVIEW

Autism and Visual-Spatial Abilities

Recent research has highlighted the unique visual-spatial abilities of children with ASD. Hassan et al. (2024b) demonstrated that leveraging these abilities can unlock new modes of expression and communication. This finding is particularly significant in the context of artistic expression, where visual- spatial skills play a crucial role in creative development.

Studies have shown that individuals with autism often exhibit enhanced attention to detail and pattern recognition abilities (Hassan et al., 2023). These characteristics can be particularly valuable in the context of design and artistic creation, suggesting untapped potential for creative collaboration.

Art Education and Autism

The role of art education in autism development has emerged as a critical area of study, particularly in its capacity to enhance both cognitive and affective development. Hassan et al. (2024a) demonstrate that visual communication tools significantly impact the emotional and communicative development of children with autism, providing a structured yet creative outlet for self-expression. This aligns with findings from Hassan et al. (2023) showing that artistic activities serve as both therapeutic interventions and developmental tools. Through art education, children with ASD can develop fine motor skills, enhance their ability to process sensory information, and improve their capacity for abstract thinking. The integration of various artistic techniques, from simple mark-making to more complex pattern creation, provides multiple pathways for development and expression. Furthermore, as highlighted by Michael et al. (2024), the complexity of artistic expression in special education contexts can be leveraged to create meaningful learning experiences that extend beyond traditional educational outcomes. The combination of structured artistic activities with freedom for creative expression has been shown to support the development of social skills, emotional regulation, and cognitive flexibility in children with autism.

Visual Communication and Design

The importance of visual communication in autism education has been extensively studied. Hassan et al. (2023) highlight how visual teaching tools can be effectively designed to support learning and development in children with ASD. This understanding can be extended to the realm of fashion design, where visual elements play a crucial role in pattern development and aesthetic expression.

Current research in artistic expression and autism presents several methodological limitations and theoretical contradictions that warrant careful consideration. While studies by Hassan et al. (2024b) provide valuable insights into visual-spatial abilities of autistic children, they primarily focus on controlled environment observations without fully exploring real-world applications. This limitation highlights a crucial gap between theoretical understanding and practical implementation in commercial design contexts. Furthermore, existing literature reveals conflicting viewpoints regarding optimal approaches to artistic engagement for autistic children. Some studies advocate for highly structured activities (Hassan et al., 2023), while others emphasize the importance of free expression (Tan et al., 2023), suggesting the need for a more nuanced understanding of individual differences in artistic engagement among autistic children.

The geographical context of existing research also presents limitations, with a predominant focus on Western educational settings and limited exploration of Asian, particularly Malaysian, contexts. This geographical bias affects the generalizability of findings to diverse cultural and educational systems. Additionally, while studies have documented the benefits of art therapy (Hassan et al., 2024a), few have explored the practical challenges of translating therapeutic art into commercial design applications, creating a significant gap in understanding the integration process between therapeutic and commercial aspects of artistic expression.

Collaborative Design Processes

The concept of collaborative design has gained prominence in recent years, particularly in contexts involving special needs individuals. Research by Hassan et al. (2023) emphasizes the importance of designing tools that accommodate the unique needs and capabilities of children with ASD, suggesting that similar principles could be applied to creative collaboration in fashion design.

METHODOLOGY

This study employed a qualitative phenomenological approach to examine the collaborative co- creation process. The research design incorporated multiple data collection methods to ensure comprehensive understanding and reliability of findings.

Table I Research Participant Demographics and Characteristics

Data Collection Methods

The selection of participants followed a rigorous protocol designed to ensure both ethical compliance and research validity. Student participants were selected based on specific criteria including: age range of 5-7 years, diagnosed moderate-stage autism by certified healthcare professionals, demonstrated basic motor skills necessary for artistic activities, and absence of severe sensory sensitivities that would impede participation. Prior to involvement, comprehensive parental consent was obtained, and child assent was secured through age-appropriate communication methods. The selection process also considered the students’ previous exposure to basic art activities in educational settings, ensuring a foundational understanding of artistic engagement.

Teacher participants were chosen based on minimum 5 years experience in special education, specialized training in art therapy or creative education, and current employment in autism education. This expertise criterion ensured that the pedagogical insights gathered were grounded in substantial practical experience with autistic children. All research activities were conducted under the approval of the UiTM Ethics Committee, with strict adherence to data protection protocols including pseudonymization of participant information. Environmental considerations were prioritized throughout the study, with implementation of pre-session environmental assessments, customized lighting and sound control, and provision of tactile-friendly art materials to accommodate sensory sensitivities.

To ensure research reliability and validity, multiple quality assurance measures were implemented. These included triangulation of data sources, peer review of analysis, member checking with teachers, and expert consultation on interpretation. Standardized observation protocols were developed and implemented consistently across all sessions, with regular team calibration meetings to maintain assessment consistency. The research design incorporated flexibility in session duration (45-60 minutes) based on individual participant tolerance, with dedicated quiet spaces available for overstimulation management.

The data collection methodology was designed to capture both the pedagogical perspectives of teachers and the creative outputs of students through a comprehensive approach. Semi-structured interviews with teachers formed the primary source of pedagogical insight, with each interview lasting 45-60 minutes. These interviews explored teaching experiences, observed patterns in artistic expression, student engagement levels, technical challenges encountered, and success indicators in art-based activities. The interview protocol was developed based on Hassan et al. (2024b)’s framework for understanding visual- spatial abilities in children with ASD.

The artistic output analysis component focused on three distinct techniques, selected based on their potential for pattern development and accessibility for children with moderate autism. The bubble wrap printing technique was chosen for its tactile engagement and potential for creating repeatable patterns, aligning with findings from Hassan et al. (2023) regarding the importance of sensory engagement in autism education. Free-hand drawing with crayons was selected to allow for spontaneous expression while providing a familiar medium that promotes fine motor skill development. The abstract expressionism approach using brushes and poster colors was included to explore emotional expression through color and movement, supporting the development of affective communication as discussed by Hassan et al. (2024a).

Each artistic technique was implemented through structured sessions that included careful material preparation, guided instruction, and documentation of the creative process. The sessions were designed to accommodate the sensory sensitivities and attention spans of the participating students, with regular breaks and environmental modifications as needed. The artistic outputs were analyzed both in their original form and through digital documentation to assess pattern development potential and suitability for fashion design adaptation.

Data Analysis

The data analysis process followed a rigorous qualitative methodology, incorporating both thematic analysis of interview data and visual analysis of artistic outputs. Interview transcriptions were processed through multiple coding cycles, beginning with open coding to identify initial concepts and moving to focused coding to develop higher-level themes. This approach was informed by established qualitative research methods while incorporating specific considerations for art education and autism research as outlined by Hassan et al. (2024b).

The coding process utilized both manual and computer-assisted techniques to ensure comprehensive analysis. Initial codes were grouped into conceptual categories, which were then refined through team discussion and comparison with existing theoretical frameworks in autism education and art therapy. The visual analysis of artistic outputs employed a structured assessment framework that considered technical execution, creative expression, pattern potential, and adaptability for fashion design applications.

Reliability was ensured through multiple coding rounds by different team members, with regular meetings to resolve any discrepancies and reach consensus on theme identification. The analysis process was iterative, with emerging themes being constantly compared with raw data to ensure accurate representation of participants’ experiences and artistic outputs. This methodological approach allowed for the development of a robust framework that bridges the gap between artistic expression and practical fashion design applications.

FINDINGS

Artistic Output Analysis

Table II Analysis of Student Artistic Techniques and Outcomes

Table 1 presents a comprehensive analysis of the artistic outputs from three students with moderate autism, each working with a different technique. Student 1’s work with bubble wrap printing demonstrated strong potential for creating repeatable patterns, showing particular success in maintaining consistent pressure and spacing. The structured nature of this technique appeared to resonate well with this student’s preference for systematic activities. Student 2’s free-hand drawing approach revealed an intuitive understanding of space and color relationships, producing work that naturally lends itself to all- over print patterns for fabric design. Student 3’s abstract expressionist approach yielded particularly emotive pieces, with bold color choices and dynamic brush movements that could be effectively translated into statement fashion pieces. The varied responses to different techniques underscore the importance of providing multiple creative pathways for children with autism, as highlighted by Hassan et al. (2024a).

Teacher Interview Findings

Table III Key Themes from Teacher Interviews

The analysis of teacher interviews revealed several significant patterns in how children with autism engage with artistic activities. As shown in Table 2, teachers consistently observed a natural inclination toward pattern-making among their students, which aligns with previous research by Hassan et al. (2024b) on visual-spatial abilities in children with ASD. The variation in technical skills across students necessitated individualized approaches to tool adaptation, while the noted preference for repetitive actions provided opportunities for structured pattern development. Teachers emphasized the importance of visual demonstrations and clear instruction sequences, particularly when introducing new techniques or materials. These findings informed the development of our collaborative framework and provided crucial insights into how to effectively structure art-based activities for children with autism.

Framework Development

Figure 1: Autism Creativity Co-Creation Framework (ACCF)

Figure 1 presents a Autism Creativity Co-Creation Framework (ACCF) emerged from our research as a comprehensive approach to translating autistic children’s artwork into viable fashion designs. This framework integrates insights from both educational and design perspectives, building on the visual-spatial strengths of children with autism as identified by Hassan et al. (2024b) while incorporating professional design principles.

The framework consists of four interconnected phases, each designed to maintain the integrity of the original artwork while facilitating its transformation into commercial fashion designs. The Creative Expression Phase emphasizes the importance of appropriate technique selection and material preparation, ensuring that the artistic process remains accessible and engaging for children with autism. This phase draws on findings from Hassan et al. (2023) regarding the effectiveness of structured yet flexible creative activities.

The Graphic Design Intervention phase represents a critical bridge between naive art and commercial design. During this phase, professional graphic designers work to digitize and enhance the original patterns while preserving their essential character. This process includes careful color enhancement and layout development that respects the original artistic intent while making the designs suitable for textile production. As noted by Tan et al. (2023), this translation process must maintain the authenticity of the original expression while meeting technical requirements for production.

The Textile Production phase focuses on the technical aspects of translating digital designs into physical fabrics. This includes careful material selection based on both aesthetic and practical considerations, extensive print testing to ensure pattern fidelity, and rigorous quality control measures. The process draws on established textile design principles while accommodating the unique characteristics of autism-inspired artwork.

The final Fashion Design Integration phase brings together all previous elements to create wearable garments that showcase the original artwork effectively. This includes thoughtful garment design that complements the patterns, strategic pattern placement that enhances both the artwork and the garment’s aesthetic appeal, and detailed production specifications that ensure consistent quality in the final products.

CONCLUSION

This research demonstrates the viability of transforming autistic children’s naive artwork into commercial fashion designs through structured graphic design intervention. The findings suggest that this collaborative approach not only produces unique design outcomes but also promotes social inclusion and awareness of autism creative capabilities.

The implications of this research extend across multiple domains, significantly impacting inclusive design practices, educational approaches, and the fashion industry. In the realm of inclusive design practice, our findings provide a structured framework for meaningful collaboration between children with autism and professional designers. This framework addresses a critical gap in current design methodology, offering practical guidelines for the respectful transformation of naive art into commercial designs while maintaining the authentic voice of the original artists. As demonstrated by Michael et al. (2024), such collaborative approaches can significantly enhance the creative potential of individuals with special needs while contributing to innovative design outcomes.

In educational contexts, our research has substantial implications for teaching methodology and resource development in special education settings. The documented success of various artistic techniques provides educators with evidence-based approaches for engaging children with autism in creative activities. This aligns with Hassan et al. (2024a)’s findings regarding the importance of structured yet flexible learning environments for children with ASD. The assessment approaches developed through this research offer new ways to evaluate both artistic development and therapeutic benefits of creative activities.

For the fashion industry, this research presents opportunities for innovation in design processes and social responsibility initiatives. The successful translation of autistic children’s artwork into commercial fashion designs demonstrates the viability of inclusive design practices in mainstream fashion. This approach not only creates unique and marketable products but also promotes social awareness and acceptance of neuro.

Based on our research findings, we propose several key recommendations that align with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 8 (Decent Work and Economic Growth). These recommendations are structured to promote sustainable, inclusive practices in both educational and commercial contexts.

The implementation of collaborative design programs in special education settings directly supports SDG 4’s target of ensuring inclusive and equitable quality education. As highlighted by Hassan et al. (2024b), such programs should be developed with consideration for the unique learning styles and capabilities of children with autism. We recommend establishing dedicated art programs that incorporate the successful techniques identified in this study, while providing regular opportunities for collaboration with professional designers. This approach supports “parallel education” as described by Hassan et al. (2024c), ensuring that children with special needs receive appropriate educational opportunities in both academic and creative domains.

In alignment with SDG 10’s goal of reducing inequalities, we recommend developing comprehensive guidelines for the respectful transformation of naive art into commercial products. These guidelines should emphasize maintaining the authentic voice of autistic artists while creating viable commercial designs. This recommendation builds on findings from Hassan et al. (2024d) regarding the importance of community support systems and inclusive practices. The guidelines should include protocols for artist recognition, fair compensation models, and ethical considerations in the commercialization process.

Supporting SDG 8’s emphasis on decent work and economic growth, we recommend establishing sustainable partnerships between educational institutions and the fashion industry. These partnerships should create pathways for long-term collaboration and potential employment opportunities. Drawing from Tan et al. (2023)’s work on sustainable action through visual communication, we suggest developing mentorship programs that connect autistic artists with professional designers, creating opportunities for skill development and career advancement.

The long-term sustainability of these initiatives requires careful attention to both social and economic factors. We recommend implementing regular assessment protocols to measure program impact, including tracking artistic development, social integration outcomes, and commercial success metrics. This aligns with the Ministry of Health Malaysia’s (2019) emphasis on comprehensive support systems for individuals with autism. Additionally, marketing strategies should be developed that emphasize the unique value of autism-inspired designs while promoting greater public awareness and acceptance of neurodiversity in creative industries.

Future research directions should focus on longitudinal studies examining the impact of these programs on participants’ development and well-being. This includes investigating the potential for scaling successful programs to reach more communities, particularly in underserved areas. As noted by Hassan et al. (2024e), support systems must be adaptable to different cultural and social contexts while maintaining their core effectiveness. The development of digital platforms for collaboration and documentation could further enhance the accessibility and reach of these programs, supporting the broader goals of sustainable development and social inclusion.

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