Belonging in the Making: Investigating Inclusive Makerspace Design for Youth with Autism

Makerspaces offer opportunities for creative and technology-rich learning, yet their design often overlooks the needs of youth with autism. While inclusive education research has emphasized structured teaching and multimodal engagement, less is known about how spatial, sensory, and cultural factors intersect with pedagogy in makerspace contexts. To address this gap, we conducted interviews with special education staff, including teachers, assistants, and therapists, alongside focus groups with educators and architects, and a panel with disability advocates and special education experts on accessibility in makerspaces and informal learning. Our analysis identified six themes highlighting strategies for predictability, multimodal engagement, and cultural resonance to create inclusive makerspaces. These findings position makerspaces not only as sites for technical skill development but also as infrastructures of belonging and empowerment. Based on our findings, we offer guidance for educators, designers, and policymakers seeking to create accessible, community-engaged spaces that support the participation of youth with autism.