Fidget!

Fidget Busy hands equals happy b

- Dalal Elsamannoudi

4

Table of Cont ents:

1 . introduction

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2 . world-wide context 3 . design context 4 . conclusion 5 . evaluation 6 . bibliography

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pg.7 pg.11

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pg.23

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pg.43

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pg.47

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5

pg.53

introd 6

duction 7

“Stop shaking your leg; you are disturbing me.”

“Stop doodling on the table; focus on me.”

“Stop fidgeting; and give it to me.”

8

Further, this sadistic quote summarises my teachers’ responses to my peculiar behaviour:

FF

or as long as I recall, I have been getting these comments and warnings about why I act the way I do, and I never found the cor-

rect answer to their questions until today. According to recent studies, common causes of excessive

“Either you made it up to compensate for the failures in your life, or there’s something very

physical movement and constant fidgeting corre-

wrong with you.”

lates to attention-deficit hyperactivity disorder, also

(Sherman, 2003)

known as ADHD (NHS, 2018). However, until today, many people still struggle to believe in the existence

Therefore, this study will try

of ADHD disorder and see it as something shame-

to redeem my formidable

ful and intolerable. Growing up as an ADHD child, I

personal experience by

have experienced significant setbacks in my academ-

challenging dominant optics.

ic years. I functioned differently from my other classmates, so I was forcibly discriminated against my will to act “normal” and control my impulsiveness. I felt misperceived and suffered in keeping high grades.

9

World C n o x t e e t 10

W W

ithin the world-wide context,

invention of fidget toys, defined as small,

this paper will briefly start by

unobtrusive, therapeutic devices that can

retracing the history of ADHD,

be manipulated in the hands and most

attention-deficit

hyperactivity

disorder,

valuable when used by ADHD candidates.

beginning from its earliest diagnoses to

Hence, this section will highlight the histor-

the latest development set within medical

ical pedagogy of ADHD and the efficacy

and psychological studies. In doing so, it

of fidget toys for inattentive, hyperactive

will emphasise the specific shift of how

children, especially in school settings and

ADHD evolved from being a stigmatised

daily activities.

condition to a well-known environmental cause and explain various case studies and articles that introduce primitive

11

in 1798,

His statement addressed easily distracted people who could not focus on typical day to day activities or function like others could; however, he did not have a prescribed term for it just yet (Palmer and Finger, 2001). Thus, he quoted,

“It may be either born with a person, or it may be the effect of accidental diseases.”

a Scottish physician and author known as Sir Alexander Crichton witnessed unusual mental behaviour in a few people and reported it as a subtype of what we anoint now as ADHD, restlessness, attention difficulties, and inadequate school performance (Palmer and Finger, 2001). These described symptoms were only possible outcomes of an early unknown disease

(Crichton, 1798)

Crichton discovered.

12

“

“People walking up

Although Crichton’s observations were mainly associated with ADHD and possi-

and down the room, a

ble symptoms of hyperactivity and impulsiveness, his current concepts failed to

slight noise in the same,

determine the correlation between them.

the moving a table,

(Palmer and Finger, 2001). Therefore, it is said that Crichton’s patients might have

the shutting a door

suffered from another type of disorder relating to attention deficits, such as meta-

suddenly, a slight excess

bolic dysfunction, epilepsy, or even head

of heat or of cold,

injury, which is why it is still uncertain whether Crichton’s “morbid alteration” of

too much light, or too

attentiveness fits within the clinical diagnosis of ADHD (Palmer and Finger, 2001).

little light, all destroy constant attention in

To sum up, Crichton encapsulated his early discovery of what is nowadays compre-

such patients”

hended as ADHD in the following quote:

13

(Crichton, 1798)

A few years later, in 1844, a German psychiatrist Dr Heinrich Hoffmann, known for his revolutionary measures to ameliorate the conditions of psychiatric patients, created illustrated children’s stories, such as “Fidgety Philipp,” (Fig.1) a character in a book called

1

Struwwelpeter, which is presumably the first written allegory associating to ADHD, attention-deficit, hyperactivity disorder (Thome and Jacobs 2004). At the start of Hoffmann’s story, the “father” character voices,

“Let me see if Philip can be a little gentleman; Let me see if he is able to sit still for once at table.”

(Hoffmann 1846, English edition)

According to this statement, Hoffmann was trying to

2

3

allude to the presence of an underlying persistent condition that would cause Philipp to act impetuously. Thus, he stated his point by writing the following:

14

Figure 1. The Story of Fidgety Philipp illustrations

Thus, he stated his point by writing the following:

“But fidgety Phil, He won’t sit still; He wriggles, And giggles, And then, I declare, Swings backwards and forwards, And tilts up his chair” (Hoffmann 1846, English edition)

C

onsequently, several physicians and psychiatrists have noted this behavioural attitude, where a patient does not seem to stay still or listen when spoken to, throughout the past years and identified it as what’s

now called ADHD. Lastly, the medical board did not represent Hoffmann’s script as a psychiatric disorder since his story of “Fidgety Philipp” was too short, and the depicted behavioural features were not adequate to attain the diagnostic criteria of ADHD (American Psychiatric Association 2000). Nonetheless, “Fidgety Philipp” is still a commonly used apologue for children with attention-deficit, hyperactivity disorder (ADHD).

15

Fr o m

Years after, in 1902, Sir George Frederic Still, the father of British paediatrics—the study of medical care for infants and children (Pat-

1902

rick Davis, 2021), described forty-three cases of kids with cognitive conditions equivalent to Crichton’s and Hoffmann’s findings (Still, 2006). However, his record of the children’s behavioural attitudes characterised them as aggressive, rebellious, and excessively emotional (Still, 2006). Doctor Still concluded:

“there is a defect of moral consciousness which cannot be accounted for by any fault of environment”

(Still, 2006). Regardless, he was the first

(Still, 2006)

paediatrics professor in England to propose a biological predisposition to this mental disorder as hereditary in some youngsters or a result of pre-or postnatal injury, suggesting complications that occur before or after birth (Still, 2006).

16

Throughout 1932, the word “hyperkinetic”

Manual of Mental Disorders (DSM), a diag-

emerged and was defined as motion be-

nostic benchmark that helps diagnose and

yond the expected (Merriam-Webster, 2021).

treat ADHD (Marney and Holland, 2021). As

Accordingly, two German physicians, Franz

a result, these days the fixed term of ADHD

Kramer and Hans Pollnow, designated a

shifted from “hyperkinetic reaction of child-

concept of hyperkinetic disease that nearly

hood” to “attention-deficit disorder”, with or

matched the present vision of ADHD. They

without hyperactivity; ADD, ADHD (Marney

reported apparent symptoms of kids who preferred running, climbing and acting out over staying still when expected to remain seated (Kramer and Pollnow 1932). As a result, Kramer and Pollnow’s final commentary helped shape the current development of attention-deficit hyperactivity disorder (Kramer and Pollnow 1932). In conclusion, veering through history, ADHD has been unrecognised, misinterpreted, and given many ex-

to

and Holland, 2021).

1932

plicative titles to represent its actual medical term, yet none of them fit the perfect criteria.

Therefore, in 1952, the APA, also known as the American Psychiatric Association, finally issued the first Diagnostic and Statistical

17

For years, people who suffered from atten-

al., 2018). Further, in 1993, Catherine decid-

tion deficiency and hyperactivity have been

ed to present the original prototype of her

discriminated against, poorly judged, and

spinning toy to Hasbro, the third-largest toy-

compelled to act differently to fit within so-

maker in the world, but they rejected her and

ciety (Sherman, 2021). ADHD is remarked

twenty years later, they started selling fidget

as a potential illness, causing considerable

spinners, denying where it was first originat-

miscommunication between people. There-

ed (Calfas, 2017).

fore, Catherine Hettinger, a trained chemical

“Maybe if it was some kind of exploitative product — like a new style of cigarettes — and my only motivation was to make money, I’d have a different attitude,” Hettinger said. “But I am just thrilled.” (Calfas, 2017)

engineer and a brilliant inventor, addressed such problems by envisioning and making playthings to fix them (Calfas, 2017). In the early 1900s, Catherine saw Palestinian kids throwing rocks at police officers, and that’s when her wheels started turning (Calfas, 2017). She wanted to give these traumatised kids a toy to soothe their pain and distract their hatred (Calfas, 2017). Thus, she invented a toy known as a fidget spinner (Fig.2), a three-inch twirling gadget that boosts concentration and attention to academic tasks, currently used by kids with autism or attention deficit disorders like ADHD (Cohen et

18

Fittingly, Catherine’s saying conveys her true purpose of wanting to help people and promote peace within the world. The reason she created these spinners was to stop the war and give people something to enjoy themselves with.

“The culture we live in now — the times now — everyone has a need for fun. People are realising it — and it’s true,” she said. (Calfas, 2017)

Figure 2. First fidget spinner created by Hettinger

19

SS

hifting through the twenty-first

toys and ADHD participants is a shared mis-

century, the craze for fidget toys,

conception (Hulac et al., 2020). In contrast, a

especially Pop-Its (Fig.3.1) has

leading researcher and author in the educa-

escalated

homes,

tion of attention deficit hyperactivity disorder

workplaces, and school settings,

(ADHD) in children, Sydney S. Zentall, pub-

causing many schools to ban its existence

lished a book that evidences the efficacy of

as they have become distracting, dangerous,

fidget toys for ADHD kids and explains how

and problematic to many students (Heiman,

these youngsters differ from students with

2005). Nonetheless, recent studies have

other prevailing disabilities (Zentall, 2006).

majorly

via

shown a myriad of conflicting commentaries on whether fidget gadgets improve academic aptitudes and increase cognitive skills. According to a study at the University of Northern Colorado, Stephanie LeAndra Kreischer, a student studying behavioural sciences and psychology, deems that fidgets have no effect on the growth of concentration, productivity, or fine motor skills (Hulac et al., 2020).

As a matter of fact, Kreischer demonstrates that fidgets lead to negative learning and behavioural outcomes and accentuates the fact that the relationship between fidget

Figure 3.1 Modern days fidget toys (Pop-Its)

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Zentall’s theory expresses that kids differentiate from one another; thus, teachers are obligated to find suitable ways to fit each child’s welfares. He quoted, Figure 3.2 Modern days

“Teachers can use sound, movement, and interest to help children with ADHD stay on task”

fidget toys (spinners)

(Zentall, 2006).

Finally, kids with attention-deficit hyperactivity need time and help processing sensory information during classes, requiring support from their superiors by providing them with the necessary tools like fidget spinners (Fig.3.2) or small discreet objects to play with using their hands and minds during the classroom without causing disturbances to other students in the class (Rohrberger, 2011).

21

design n C 22

e x t t

n

T

he design context will briefly an-

typographical design perspective, whilst

alyse five similar studies from

the second part will take a closer look

multiple angles that address the

into the manufacturing of 3D interactive

stigmatisation of ADHD, and the problems

toys for ADHD kids such as fidget spinners

attention-deficit hyperactive individuals

or cubes, Pop-Ups, Play-Doh, Legos, etc.,

tend to face daily. It will also present the

and it will direct the social assets these

benefits ADHD candidates gained using

gadgets have brought over within this

these design factors. Accordingly, this sec-

coming generation.

tion will be divided into two parts: the first part will demonstrate two case studies that will approach ADHD from a digital

23

A A

ccording to several physicians

distracting factors, divides the textual con-

and psychologists, attention

tent, and replaces font settings of the target

deficit hyperactivity disorder-

text with personalised ones to enhance con-

tends to affect neurological

centration (Szabolcs, 2021). Further, Szabolcs

parts of the brain, causing

articulated that this specific way allows the

difficulties for patients to function normally

reader to comprehend the provided content

or retain focus, especially when reading (Sz-

gradually and gives the reader an interac-

abolcs, 2021). Hence, as ADHD has become

tive fidgety experience using the touch of the

more understood and learned within the

buttons (Szabolcs, 2021). As mentioned pre-

community, many people started building

viously, the Focus Sans typeface is designed

platforms like apps, books, typefaces, etc.,

to best fit readability, meaning the propor-

to help improve others’ experiences of living

tions, size, width, thickness, and intensity of

with such conditions.

each letter is customised as atypical visual measures to zoom or enlarge with a mag-

Thus, Vatány Szabolcs, a competent Digital

nifier and enhance the memorisation of the

Graphic Product Designer, created a digital

written content.

reading tool known as “Focus Ex” (Fig.4.1), where its concept is mainly based on the necessities of people with attention deficit hyperactivity disorder (Szabolcs, 2021). “Focus Ex” eases the reading process for ADHD can-

Figure 4.1 Focus Ex digital reading tool

didates by achieving the following: It filters

for ADHD people

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25

26

Correspondingly, kerning, explained as the spacing between letters, played a crucial part in slowing down the reader’s speed, making the text legible and coherent (Szabolcs, 2021).

In closing, this developed typeface (Fig.4.2) has become a prominent symbol for the ADHD community that suits children, adults, and Dyslexic people. It was also published by Dezeen, an online architecture, interiors and design magazine based in London (Hahn, 2021).

Figure 4.2 Focus Ex digital reading tool App features for ADHD people

27

SS

imilarly, in 2019, two typographic designers, Michael Forrest and Matthew Yow, created a distinctive font called “Fidget Display” (Fig.5.1) (Forrest and Yow, 2021). Their main objective was to create a font where each

character has more than three alternative glyphs—a symbolic figure or a purposeful mark, where the user can virtually create endless iterations of single words, phrases, and sentences. Therefore, Fidget Display is represented as a

“highlyversatile, interchangeable, lowercase based, geometric sans-serif typeface with a wide range of typesetting possibilities” (Forrest and Yow, 2021).

28

Figure 5.1 Fidget Display typeface example

Figure 5.2 Fidget display different typesetting possibilities

30

It is a fun digital fidgeting tool that allows ADHD students to focus and enjoy their time doing academic works. Even though it did not mention its marks on ADHD people, I, a sufferer from attention-deficit hyperactivity, have profited from using it. The diversity of the letterforms (Fig.5.2) allowed me to engage within my writing methods and prevented me from physically fidgeting and disturbing others around me.

31

to answer questions like the following: “How do children learn alphabets in pre-primary school? “Given a toy designed for teaching alphabets, how do children derive meaning from it?” (Vaidya, 2021). In doing so, they were able to apprehend the current tactics

A

schools use in teaching kids alphabets and

lthough not a cure, a fidget

build on that. Also, they reported a signifi-

toy tends to increase neuro-

cant number of children who developed ex-

transmitters dopamine levels

emplary social interactions and a bright im-

as ADHD medications do. It is

agination, all due to designing shape-based

most effective when kids with

instructive toys that used methods of organ-

ADHD, autism spectrum or sensory disorders

isation and repetition through their form and

use them. It keeps their hands busy whilst de-

physical features (Vaidya, 2021). This toy

veloping vital motor skills, sharp concentra-

also encouraged basic spatial skill-building

tion, and reduced stress levels (Cohen et al.,

activities like flipping, turning and sliding

2018). According to a recent study entitled

movements that helped with problem-solv-

“Designing for Children with focus on Play and

ing (Vaidya, 2021). To conclude, this study

Learn,” (Fig.6) researchers have conducted a

has proved that alphabetical sensory toys

human-centred design approach in the de-

effectively get children, especially hyperac-

velopment of an educational toy for alpha-

tive kids, to focus, learn, and increase their

bet learning (Vaidya, 2021). They attempted

intellectual skills (Vaidya, 2021).

32

Figure 6.

Alphabet learning toy components

33

In 1932, LEGO, one of the largest toy produc-

of something or save something from being

tion companies, was founded in Billund by

wasted, which is a value he firmly believed

Danish carpenter Ole Kirk Kristiansen, who

in (Kirk, 1936). Lastly, LEGO’s ultimate pursuit

converted his small woodworking shop that

of its educational program is to inspire and

sold household products into a wooden toy

teach children to problem-solve creatively,

manufacturing facility (Lipkowitz, 2009). In-

reason systematically, and experience the in-

terestingly, LEGO’s name was derived from

finite possibilities of human potential.

two Danish words, “leg godt”, which meant “play well” (Lipkowitz, 2009). In an era where

Consequently, two qualified authors, Dawn

children often excel at using screens for swip-

Ralph, a speech and language therapist,

ing, it is imperative to allow them to devel-

and Jacqui Rochester, an autism therapist,

op fine motor skills such as sitting, crawling,

published a practical guidebook called

running, jumping, throwing a ball, or even

“Building language using Lego bricks” (Ralph

climbing stairs (Flavahan, 2019). Therefore,

et al., 2016). This book is an effective inter-

LEGO-play contributes to the growth of dex-

vention tool designed to assist children most

terity and strength of the fingers, allowing

likely to suffer from language impairment

early development of such skills (Flavahan,

(Li), highly prevalent comorbidity in chil-

2019). The Lego Group’s motto was based

dren with psychiatric disorders such as au-

on Ole Kirk’s belief that cited, “only the best

tism, attention deficit hyperactivity disorder

is good enough” (Kirk, 1936). Kirk wanted to

(ADHD), or other educational needs (Ralph et

encourage his employees never to “skimp

al., 2016). With the help of Dr Daniel LeGoff,

on quality”, meaning never to use too little

the founder of Lego Based Therapy, they all

34

managed to find a therapeutic design ap-

experienced both roles during the session,

proach for such kids through the building of

which pushed them to depend on each oth-

LEGO bricks (Ralph et al., 2016). Moreover,

er to finish the build (Ralph et al., 2016). This

it is acknowledged that every LEGO pack-

division of labour increased their social and

age always consists of two main items: an

motor skills and helped them grow confi-

instruction booklet and plastic packs filled

dence in themselves and trust other peo-

with LEGO blocks (Ralph et al., 2016). Hence,

ple (Ralph et al., 2016). Accordingly, autistic

Dr LeGoff formed a barrier game that is a

and attention-deficit hyperactive kids are

division-of-labour task, where the work pro-

known to function differently in group works;

cess is divided into tasks, with each task be-

thus, by establishing a common ground and

ing performed by a separate person or team

stressing accountability, these children suc-

(Ralph et al., 2016). His study relied on two

cessfully built a LEGO model intrinsically

children working in shifts to build a model

with no need for external reinforcers (Ralph

and an adult taking the role of the “facilita-

et al., 2016). Dr LeGoff states that using this

tor,” helping the children develop social and

approach advocated the child’s natural in-

language skills (Ralph et al., 2016).The case

terests to motivate success with social com-

study starts by appointing specific parts for

munication (LeGoff, 2004). In conclusion,

each child (Ralph et al., 2016). The first role is

research has shown that the Lego therapy

the engineer, who interprets the instructions,

practice enhances autistic and ADHD kids’

whilst the second is the builder, who selects

social interactions by promoting initiation,

the right bricks and places them on the mod-

duration, and minimization of maladaptive

el (Fig.7) (Ralph et al., 2016). These children

behaviours (LeGoff et al., 2004).

35

Figure 7.3 LegoTherapy package

Figure 7.2 Lego-Based Therapy toolkit examples

36

Figure 7.1 Lego-Therapy examples

What makes a child gifted and talented may not always be good grades in school, but a different way of looking at the world and learning.

(Grassley, n.d)

38

SS

tudies have shown that approximately

32.2%

32.2% of students with attention-deficit

ADHD drop out

hyperactivity disorder (ADHD) drop out

Students with of school

of high school and give up on education compared to 15% of teens with no psychiatric

disorders (Fig.8.1) (Breslau et al., 2011). This usually results from the hostile and stigmatising environment some schools provide for children suffering from

Figure 8.1 Student’s school

ADHD, damaging their perspective towards school and

32.2%

education (Breslau et al., 2011).

Hence, an article in the Journal of Paediatric

in a circle graph

15%

Psychology discussing the “Academic and Educational Outcomes of Children With ADHD” indicates that ADHD is linked to chronic educational underachievement and poor scholarly outcomes (Loe and Feldman, 2007).

It is a widespread issue learning that some schools don’t acquire facilities to support kids with learning

15%

impairments such as ADHD, autism, and other cognitive

no psychiatrc

disabilities (Loe and Feldman, 2007).

out of school

39

drop-out percentage

Students with disorders drop

3 1 2 one of the five students started to sketch her idea of a fidget spinner

she used the TinkerCAD to start 3D printing

However, a recent case study established

Figure 8.2 A student’s 3D

severity and persistence within its school

process steps

her first 3D print failed because it had sharp edges that hurt her

fidget spinner toy showing five

settings using the process of “Fidgeting with Fabrication” (Fig.8.2), where five students

of science guidelines that diagrams what

with ADHD were tasked to design and fab-

youngsters should know from kindergarten

ricate a personalised fidget toy—a small

to the end of grade twelve (Lee et al., 2014).

hand-held gadget to use in a classroom to

Furthermore, these five students were able

increase their focus utilising the process of

to demonstrate an accurate interpretation

engineering design described in the Next

of the design constraints they faced, and

Generation Science Standards (Hansen et

when asked to define the word “fidget”, they

al., 2017). NGSS is characterised as a group

expressed the following:

40

“It helps you focus, Something to keep your hands busy,

So you won’t move around in class” (Hansen et al., 2017).

5 4 she changed her design to a floral rounded-edged spinner

the final 3D print of her fidget spinner

However, each student was aware that a

focusing on future research. To conclude, this

fidget toy could not be edible or rackety.

article exhibited significant future design

They all agreed to create a tiny noiseless

research that determined treatments to

plaything that would fit their hands and will

improve academic and educational outcomes

not cause a distraction to others (Hansen et

for children with ADHD and encourage other

al., 2017). Using 3D printing, all five students

researchers and educators to engage all

successfully fabricated fidgets of their own

students in creative and functional making

design, proving that it is possible to engage

so that they may reach their full potential at

students with special needs like ADHD in

school and outside (Hansen et al., 2017).

meaningful design challenges while at school as they are intelligent, skilful, and worthy of

41

Concl 42

lusion 43

“ADHD is not a learned behaviour.

ADHD is not a discipline problem.

ADHD is not being spoiled.

ADHD is not a temper tantrum.

ADHD is not a choice.

ADHD is not “an excuse” or “the easy way out”.

ADHD is a battle to maintain focus.

ADHD is non-discriminatory.

ADHD is a medical condition.

ADHD is a chemical imbalance.

ADHD is real. I have ADHD.”

(Eryka, 2018)

44

T

o conclude, ADHD, attention defi-

say sums up the historical pedagogy of how

cit hyperactivity disorder, is a highly

ADHD has been interpreted throughout the

stigmatised condition affecting mul-

years and stresses the significance, benefits,

tiple facets of social life. Patients with ADHD

and impacts fidget toys have on people with

are often confronted with high risks of stig-

ADHD. Thus, whether it is utilised in schools,

ma, intolerance, and discrimination, affect-

workplaces, or even home settings, fidget

ing their behavioural patterns and mindsets.

toys are assessed as valuable as any ADHD

Despite decades of prominent research on

medication. Lastly, according to Rhonda Van

such diagnosis, prevalence, and short-term

Diest, a facilitator, OD professional, and cor-

treatment effects, this community still strug-

porate trainer cited,

gles to promote enhanced majors in facili-

“ADHD is real and valid. The

tating academic and intellectual outcomes in scholastic environments for children with

sooner we recognise the patterns

ADHD. Hence, the purpose of this disserta-

and learn to work with these

tion is to familiarise academies like schools, colleges, universities, etc., with the impor-

kids, the better assured we will

tance of establishing a specific foundation supporting ADHD candidates, giving them

be that they as adults with being

the tools, they require to help them focus

healthy members of society”

during classes and control their impulsive-

(Van Diest, n.d).

ness and hyperactivity without being persecuted or judged in any way. Further, this es-

45

Evalu 46

uation 47

“Why fit in when you are born to stand out.” (Dr Seuss, n.d)

ADHD, attention-deficit hyperactivity disorder and ultimately regularised my weirdness.

Thus, as Ogwo David Emenike once said,

“Better to embrace the discomfort of being different than the comfort of fitting in.” (Emenike, n.d)

T

hroughout my life, I have always believed that something was wrong with the way I functioned socially. I

was different in my own ways, and I accepted and loved myself, but some people took it seriously to normalise everyone around them and reject any disparity whatsoever. There-

Choosing a topic concerning the diagnosis

fore, I have always been nicknamed “the

of ADHD was relatively broad yet extensively

weirdo” because of my attention deficiency

educated my mind and soul. The process of

and uncontrollable hyperactivity, which at

researching and analysing has always been

the time was still an unrecognised case that

something I profoundly struggled with; it is

I did not know existed. So, things like sitting

quite demanding for me to find the proper

still, being told to focus, and having my play-

contextual terms that help direct me to trust-

things seized tormented me mentally and

ed academic resources, including websites,

physically as a child. However, writing this

articles, journals, books, etc. Further, I also

dissertation was an eye-opener that helped

found it rather tricky to prioritise specific sub-

me uncover my hidden power of living with

jects included within the world-wide and de-

48

sign contexts as they are a myriad of things

time limit I had to write this paper; however,

I sought to address. However, my instructor’s

I left it to the very end, causing more stress

presentation notes have greatly enhanced

and less productivity. Hence, an expression

my research and writing skills and supported

I relate to by Jasleen Kaur Gumber quoted,

me throughout my investigative study.

“Take me back into the time when I lost track of time!”

During my research, I gained an immersive amount of knowledge regarding ADHD and fidgets’ mutual relationship since almost

(Gumber, n.d).

every case study I read concluded that fidget toys are ideal for helping kids or adults with

If I had more time in my hands, I would have

attention-deficit hyperactivity disorder. I felt

added a section discussing the difference

very pleased with the academic resources I

between ADHD and Autism, as many people

found, as they were precisely fitted within my

tend to welcome, support, and accept autis-

frame of reference. I was also proud of how

tic people and disregard ADHD individuals.

I allocated my topics linked one after another, hoping the reader gains a deeper under-

Moreover, during my analysis, the design

standing of the historical expansion of ADHD

aspects I investigated inspired me to think

and fidget toys. Then gradually shifts to the

about my practical work, so I wanted to ex-

designing outcomes found nowadays. Addi-

pand the theory of Lego therapy I mentioned

tionally, I define myself as a procrastinator,

within my design context and explain it in a

and I am not proud of it. I was aware of the

more coherent and detailed manner. I aimed

49

to include a subjective case study of patients

ination or intolerance. We, humans, can do

suffering from ADHD and quote their life ex-

anything if we put our minds into it; thus,

periences by publishing a private case study

whether one is living with a disorder or not,

within my paper. However, because of COV-

this does not limit or impair their creative

ID restrictions, it was precarious and com-

cognitive skills in any way. Hence, this com-

plicated. I wasn’t permitted to visit any ad-

munity must learn, support, and recognise

ditional platforms like ADHD organisations,

the diversity we live in in order to live in a

schools, societies, etc., to conduct my prima-

better tomorrow. Finally, an American writer,

ry research or collect data. Regardless, I am

feminist, womanist, librarian, and civil rights

happy with the contextual studies I gathered

activist, Audre Lorde, voiced,

within my dissertation that strongly support-

“It is not our differences that divide us. It is our inability to recognise, accept, and celebrate those differences” (Lorde, n.d).

ed my statement and gave me great intellectual ideas. In conclusion, I learned that

“One child, one teacher, one book, and one pen can change the world” (Yousafzai, n.d).

It is not about who we are but about what we are. Each person is unique and different, but that does not give the right to discrim-

50

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