«Seeing Bridges» addresses the difficulties of refugee families in the Swiss community and school system due to language barriers, cultural differences, and limited resources during the N-permit residency years. Showing possible entry points for parents with the N-permit to participate in voluntary and authorized work at schools, the project aims to speed language acquisition, decrease culture shock and increase community contact. This can be achieved while improving teachers' understanding and benefiting children from refugee families. Coining "Interaction Design for Contextual Vulnerability", this thesis assesses Interaction Design practices when working with vulnerable groups and explores alternative workflows and methods, to ensure ethical practice and valuable findings.
