Promoting the Design of a Sensory Toy for Children with Disabilities Through Interdisciplinary Teamwork

Background: Environmental adaptations that enable participation in
play for children with disabilities is essential in the development of neurological,
cognitive, and socio-emotional abilities. Toys designed as assistive technologies
(ATs) can enhance parental behaviours that benefit play activities and increase
family enjoyment. Interprofessional pedagogical strategies can improve the de-
sign and implementation of ATs. Aim: This study aims to develop a teaching-
learning strategy with the aid of a web-based simulation tool in an AT course that
promotes interprofessional skills development through the process of designing
a sensory toy for children with disabilities. Method: We used the Significant
Learning Framework to guide the implementation of a teaching learning strategy
that includes functional knowledge, application, integration, a human dimension,
caring, and learning how to learn. We designed an activity with the use of web-
based tools and an ad-hoc rubric for quantitative and qualitative hetero- and co-
evaluation. Results: Teamwork, interdisciplinary work, and design processes
were positively evaluated. Students acknowledged the importance of interdisci-
plinary cooperation as well as improving the clarity of the disciplinary roles. Co-
evaluation showed the need to improve clarity regarding the characteristics of the
toy and the pertinence in relation to the user needs. Conclusion: AT design and
implementation benefits from interdisciplinary approaches, and experiential
learning brings students closer to real needs. The use of technology provides op-
portunities to materialise dreams and ideas that contribute to the enhancement of
accessible and universal design for persons with disabilities.