Abstract
Technology doesn’t just shape how we solve problems, it reflects our values, needs,
priorities, and the relationships between people and the technologies they use. My capstone
project was inspired by a Charlottesville boy with cerebral palsy whose parents were searching
for a more accessible adaptive toy. This project provided an opportunity to give back to the
community while also applying and expanding my technical skills as an engineer. My STS
research paper builds directly on this work by examining the technological, social, and ethical
dimensions of adaptive toy design. It incorporates both insights from my capstone project and
real-world examples, using established frameworks to better understand how user needs and
societal factors influence engineering decisions. Together, these projects demonstrate how
technical design and sociotechnical analysis are deeply interconnected.
This project was inspired by working with a local Charlottesville family whose
two-year-old son has cerebral palsy, highlighting a gap in accessible toy design. Our goal was to
develop an adaptive toy that met the child’s physical needs and caregiver preferences while
remaining engaging. The final system included an interactive toy with buttons, sensory pads, and
vibration motors, along with a wearable wristband and mobile app to track movement and
development. To guide our design, we conducted user-centered research by meeting with the
child and his mother, gaining insight into the challenges of interacting with mainstream toys and
using this feedback to inform our technical decisions.
A key takeaway from this project was the importance of customization in adaptive
technology. Feedback from the child’s mother emphasized the need for adjustable features such
as volume, music type, and light color, demonstrating how personalization supports both
accessibility and long-term developmental engagement. This reinforced the idea that effective
engineering solutions must balance functionality with user-specific needs, rather than relying on
one-size-fits-all designs. Additionally, the project highlighted the value of involving users and
caregivers directly in the design process, as their input revealed needs that may otherwise be
overlooked. Ultimately, our project demonstrated that adaptive toys can be designed to not only
accommodate physical limitations but also promote meaningful play experiences, supporting
both developmental growth and quality of life.
My research question asks: How do technical, ethical, and social considerations shape the
development of assistive toys for children with disabilities? This explores how design decisions
impact accessibility, safety, and inclusion, as well as the ethical responsibilities involved in
innovation. I use the Social Construction of Technology (SCOT) framework, which argues that
technology is shaped by social factors, cultural values, and human choices. This is especially
relevant for assistive technologies, where design must go beyond functionality to reflect user
needs and values. To support this analysis, I use interviews and case studies, incorporating
firsthand perspectives from families when possible and supplementing with document analysis of
primary sources.
Assistive toy development emerges from the interaction between technical, ethical, and
social factors. Evidence from case studies and user perspectives shows that technical
considerations focus on functionality and feasibility, ethical considerations emphasize safety,
accessibility, and inclusivity, and social factors are shaped by user input and lived experiences.
The Social Construction of Technology (SCOT) framework helps explain how these factors
interact to shape design outcomes. The main takeaways are that design must be human-centered
and iterative, multiple perspectives should be included throughout the process, and inclusion
must be built into a project from the beginning.
