The potential of special needs students is often underestimated, particularly when it comes to acquiring the technical skills needed for employment in the fast-paced digital world. Society rarely envisions individuals with disabilities as future programmers, game developers, or digital artists.
However, Lee Pin-Hsuan, an educator in Taiwan, challenges these preconceptions with his groundbreaking approach to special education. He founded "Another World Guild" (異世界公會), a for-profit organization that empowers special needs students with the digital skills and real-world experience necessary for furthering their education and job experience. Lee's program stands as a beacon of innovation in the education field, demonstrating the true capabilities of these students and paving the way for a more inclusive industry landscape. His work is not merely about teaching technical skills but about opening doors to a future where special needs students are valued contributors to the digital economy.
An Unconventional Journey
Q: What inspired you to teach special needs students how to use different types of technology?
A: I first started working with students as an art teacher. Every step I took and every new venture I tried was always for the well-being of my students. This dedication led me to explore different avenues to support them, including using social skills service dogs to provide a sense of partnership and calm. I found this approach to be quite useful and both the students and I enjoyed the company of the dogs. While dogs provided emotional support, I realized that technology could offer a pathway to real-world job opportunities. I saw a gap in educational opportunities for these students, especially in the area of technical skills that could lead to meaningful employment. I began working with students at the Program the World Association (PTWA, 中華民國愛自造者學習協會), teaching computer skills. The PTWA focuses on teaching computer skills, and it was my first introduction to combining special education with technology.
Q: That’s quite a journey — why specifically are you teaching digital drawing and game design to special needs students?
A: Digital drawing and game design are engaging, creative fields that are highly relevant in today's job market. These skills also provide an excellent platform for combining artistic expression with technical problem-solving, allowing students to tap into their individual strengths. You can take a look around our classroom: our students use 3D drawing tools, knowing exactly what they want and showing incredible focus and creativity. Seeing them thrive in areas that even neurotypical students might find challenging reaffirms the importance of teaching these skills.
"Another World Guild": Forging a Path to Tech Employment
Q: How did Another World Guild come to be?
After teaching computer skills to students, I found that working within the educational system was too restrictive and bureaucratic, making it hard for me to plan the curriculum.
I then decided to found the Another World Guild, which in its form today is a digital arts and game design vocational school for students with special needs. My goal was to provide a space where my students could continue to learn and develop marketable skills in a supportive and inclusive environment, empowering them to pursue careers in the IT industry and achieve financial gains.
Q: How do you leverage the development of games as a practical and engaging method for teaching technical skills?
A: We use game development as a platform to teach a wide range of technical skills, including coding, 3D modeling, animation, and digital storytelling. We encourage students to work together, just like in a real game studio, where artists, coders, and designers collaborate to bring ideas to life. This hands-on, project-based approach not only makes learning fun and engaging, but it also provides students with practical skills that are highly sought after in the tech industry. Students are encouraged to try different software programs based on their interests.
Q: Can you describe the role of technology in your teaching methodology?
A: In the early years, iPads were our go-to tool. Their intuitive interface and portability made them ideal for introducing students to digital drawing, animation, and basic coding concepts. They were especially effective before advanced projection technology became widely available, as we initially had to mirror iPad screens onto larger displays.
As our curriculum evolved toward more complex 3D design and game development, we began integrating more powerful computers to handle the increasing demands of these applications. Tinkercad is excellent for teaching basic 3D modeling, while Blender is great for rendering lights and shadows. However, a persistent challenge is that many school computers lack the processing power to run these programs smoothly. Despite this, these tools remain invaluable, allowing students to push their creative and technical skills further.
A Student-focused Education Style
Q: How do you adapt technology to suit individual student needs, considering physical limitations and learning styles?
A: We pay close attention to each student's individual needs and learning style. For example, we have students who struggle with fine motor control, so we adjust the mouse settings to make it easier for them to click and drag. For students with attention difficulties, we use larger mouse pointers and visual cues to help them stay focused. We even have custom-designed workstations to accommodate students with physical limitations. Our goal is to remove any technological barriers that might hinder a student's learning.
Q: How do you balance structured learning with fostering student agency and creativity within the context of teaching technical skills?
A: We believe in providing a structured learning environment while also giving students the freedom to explore their own ideas. For example, one of our students was tasked with creating a monkey for a game. He was adamant about including fur on the monkey, even though it made the file size too large. We encouraged him to pursue his vision, as it demonstrated his commitment to quality and detail. We find that when students are passionate about their projects, they are more motivated to learn and persevere through challenges. Students are given assignments tailored to their skill level, with more advanced students receiving the more challenging assignments. The program also tries to involve every student in projects, even if it means giving certain students simplified tasks, such as assembling pre-made parts. This allows students at every level to contribute.
Q: How does Another World Guild, being a for-profit organization, contribute to the sustainability and impact of the program on students' future prospects?
A: The for-profit model allows us to operate independently and invest in resources that directly benefit our students. By engaging in commercial projects and seeking corporate sponsorships, we can generate revenue to support our operations, pay our students for their work, and create real-world work experiences. I use this approach not only to ensure the program's sustainability but also to prepare students for future employment by instilling a strong work ethic and fostering valuable professional skills. The goal of Another World Guild is to have the organization and the students be self-sufficient.
Q: Can you share a specific story about a student who surprised you with their progress or resilience?
A: One student, who had multiple disabilities including difficulty with motor control, couldn't use a mouse effectively. After careful observation, we realized that by simply switching the left and right mouse button functions, he was able to use the mouse with much greater ease. Witnessing his mother's emotional reaction to his newfound ability was incredibly moving. That moment underscored the transformative power of even small adjustments in enabling a student's potential.
A Vision for the Future: Inclusion and Innovation
Q: What are your hopes for the future of Another World Guild and its impact on the lives of your students?
A: My ultimate goal is to provide a seamless pipeline from education to employment for our students. We are actively seeking partnerships with tech companies to create internship and job placement opportunities. I envision Another World Guild as a model for how to effectively prepare special needs students for successful careers in the tech industry. One student was able to use his knowledge of Blender to create a program that simulates the production line of a semiconductor company. Other companies have also approached the Guild about simulating their production lines in VR. Another student, who is autistic, was able to recreate train models in meticulous detail due to autistic individuals' tendency to obsess over their interests. Lee envisions creating games based on his students' interests and skills to further motivate them while ensuring their creations are marketable. The program prioritizes teaching students marketable skills that could help them find work in the IT industry.
Q: What message would you give to other educators and organizations seeking to empower special needs students through technology?
A: I encourage educators to embrace innovation and explore new ways to integrate technology into their teaching. Don't be afraid to experiment and find what works best for your students. Seek out collaborations with tech companies and organizations that can provide resources and support. Most importantly, believe in the potential of your students.
Special needs students don’t need lowered expectations — they need the right tools and opportunities. With technology, we can unlock their full potential.
Conclusion
Lee Pin-Hsuan's vision for the future of special needs education is one where technology plays a central role in empowering students and preparing them for fulfilling careers. His innovative approach at Another World Guild demonstrates the transformative power of technology when combined with individualized instruction, a focus on emotional well-being, and a belief in the potential of every student. Another World Guild was founded just before the COVID-19 pandemic, and Lee sees the increase in acceptance of remote work as beneficial to those with special needs, who would benefit from being able to work from home.
As Lee emphasizes, corporate support is essential to sustaining and scaling programs like Another World Guild. By investing in these initiatives, businesses can play a vital role in fostering a more inclusive tech industry that values the unique talents and perspectives of individuals with special needs. The success stories emerging from Another World Guild offer a glimpse into a future where these students are not only participants but leaders in the digital world.