Dragon Better Market Progress Check-In + Timeline

January 18, 2024 

I asked for guidance from my University Counseling Advisor (UCA) and the LCE team. I prepared detailed timelines and PowerPoint presentations to share my vision, and I held regular meetings with them to ensure everything stayed on track.

January 25, 2024 

Specific discussion about the market plan with the LCE (Life-Centered Education) teachers. (what kind of pastries and products/ timeline discussion/ KIOSK features/ Market Location)

February 2, 2024

• The LCE teacher told me, "One thing I would recommend is to come and observe the class first. That way, you get to know the students, and you can start "training" them to be part of the sales team as mentioned in the outline."
• Planned to attend LCE class after the Lunar New Year holiday.
• Placing Stickers + Packaging Role given to disabled children 
• KIOSK Features Refinement 

February 20, 2024: LCE Official Class after Lunar New Year

My visit to the LCE program on February 20th was a pivotal moment, providing me with valuable inspiration and insights for refining my project. During my observation, I noticed the diverse challenges the students faced. Some had difficulties with mobility and dexterity, impacting their ability to comfortably use their hands or legs, while others struggled to maintain focus on a single task. Their behavior was highly systematic, following a strict routine.

 Also, communication also emerged as a critical area for consideration. A teacher highlighted that clear verbal communication and general interaction are challenges to students at LEC, suggesting that selling products in the high school cafeteria might be impractical. This experience not only deepened my understanding of individuals with developmental disabilities but also prompted me to rethink ideas of my project.

One key observation was the students' adherence to a fixed mindset. For example, I witnessed a student insisting on placing a sticker in a specific location, unable to accept any variation from his preference. Additionally, communication emerged as a significant challenge. A teacher pointed out that clear verbal communication and general interaction were difficult for many LCE students, suggesting that selling products in the high school cafeteria might be impractical for them.

This experience not only deepened my understanding of the needs of individuals with developmental disabilities but also encouraged me to rethink and adapt my project to better suit their capabilities. One of the key adjustments I made was adding colorful visuals and stickers to the physical kiosk to capture the attention of the students with disabilities. Additionally, to accommodate their dexterity challenges, I minimized the number of taps required on the screen, ensuring the interface remained simple and user-friendly, reducing any potential discomfort or intimidation.