The term neurodiversity refers to the range of ways in which individuals perceive stimuli, process information, manage attention, communicate, and regulate sensory experience.
Editorial
Inclusive Toy Design: Toys for Neurodiversity
Date
12 January 2026
This plurality raises an increasingly significant design question: how can we design objects that can be understood and used by people with different cognitive and sensory profiles?
Within the toy sector, the topic is closely connected to inclusive design, an approach that considers the diversity of needs and interaction styles from the outset, thus avoiding subsequent adaptations. The aim is not to create “special” products, but rather to develop objects capable of offering accessible, flexible, and shareable play experiences.
This article examines several design principles and criteria that support the development of inclusive toys, with particular attention to sensory experience, ergonomics, safety, and the communication of play.
Neurodiversity and Play: Needs, Contexts, Languages
In toy design, taking into account the variety of cognitive and sensory profiles means observing how individuals interact with objects, interpret rules, and respond to the stimuli present in the play experience. These differences may influence activity comprehension, attention spans, and participation styles.
Play constitutes a significant context for development and interaction: through playful activity, processes of learning, social engagement, and autonomy are activated. Toys therefore become tools that support the exploration of the environment and participation in shared activities.
Contexts of use influence design goals and constraints, including:
• home, where play accompanies autonomous exploration and family interaction;
• school, where toys may support collaborative activities within inclusive education pathways;
• therapeutic or rehabilitative settings, where play is integrated into guided activities;
• public or educational spaces, which require robust and easily shareable objects.
Interaction modalities may also vary: some toys promote individual engagement, while others encourage group participation. In many cases, predictability and clarity in gameplay dynamics contribute to making the experience more accessible.
Inclusive Design Principles Applied to Toy Design
In toy design, inclusive design translates into design criteria that reduce barriers and expand possibilities for use. Key principles include:
• accessibility, allowing the toy to be used by individuals with different motor or cognitive abilities;
• interaction flexibility, enabling multiple modes of use for the same object;
• comprehensibility, achieved through clear functions and feedback;
• simplicity of use, facilitating autonomous exploration.
Alongside functional considerations, an important ethical and cultural dimension emerges: design must avoid stereotypes or reductive representations of diversity.
Another significant factor concerns the role of families and educators, who often accompany the play experience. Clear product information, readable instructions, and suggestions for use support decision‑making and facilitate the management of the play context.
The design of inclusive toys also requires a transdisciplinary approach: designers, pedagogists, developmental psychologists, ergonomists, and materials specialists collaborate to develop effective and responsible solutions. This approach reflects a conception of design oriented towards social impact and the quality of the user experience.
Toy Design for Sensory Stimulation: Materials, Sound, Light, Texture
In toy design, elements such as sounds, surfaces, and visual stimuli directly influence how an object is perceived and used. For this reason, it is useful to define clear design parameters, such as stimulus intensity, frequency, duration, and the possibility of adjustment, in order to control the quality of the sensory experience.
Within this dimension, material properties—such as softness, rigidity, or perceived temperature—modify the tactile sensation and can encourage manual exploration. At the same time, practical factors such as durability, ease of cleaning, and safety remain central in design decisions.
In some cases, the design focuses on simple, repetitive tactile interactions, intended to provide controlled and easily manageable stimuli. Fidget toys represent a widespread example: small objects designed to be manipulated, pressed, or rotated, offering essential tactile and mechanical feedback.
Sound and light also require careful design choices that enable users to adjust and personalise the sensory experience. Common solutions include:
• adjustable volume or silent modes, allowing control over sound intensity;
• stable or adjustable lights, avoiding flickering or excessively intense effects;
• low‑stimulus modes, reducing the overall amount of sensory input.
Ergonomics and Toy Safety: Physical Accessibility and Ease of Use
In toy design, ergonomics concerns the way the body interacts with the object: dimensions, weight, balance, and methods of grip influence ease of handling and control during play. Legible forms, surfaces that are easy to grasp, and intuitive mechanisms make interaction more immediate, while visual, tactile, or auditory cues help clarify the effects of one’s actions.
At the same time, the design must incorporate safety criteria relating both to the structure of the object and to the experience of use. Rounded edges, appropriately sized components, structural resistance, and the quality of materials and coatings all contribute to reducing risks during play.
Augmentative Communication and Participatory Design: Making Play Understandable and Shared
Augmentative and Alternative Communication (AAC) includes strategies and tools that support communication through symbols, images, and visual aids. In toy design, AAC can be used to make rules and actions more understandable.
Pictograms, symbols, and step‑by‑step visual instructions help users orient themselves within the play activity and make interaction more immediate. The same level of clarity should characterise packaging and instructions, using simple visual sequences and graphics that are consistent with the product.
Some inclusive designs also introduce open‑ended play modes, meaning flexible rules that allow different interpretations and varying levels of difficulty.
An important role is also played by participatory design, which involves children, families, educators, and professionals in the product development process. Validation may include observations during play sessions, prototypes, and iterative refinements, assessing aspects such as activity comprehension, engagement, and sensory comfort.
Understanding How Design Can Address Complex Needs
Understanding how design can respond to complex needs is essential for those who wish to work in the field of product development and innovation.
Explore the IED courses in the Interior, Product and Mobility Design area and develop design competencies capable of integrating inclusion, responsibility, and social impact.
Deepen these topics with specialised programmes such as the Master in Design for Children, dedicated to the design of objects and services for childhood, with particular attention to user experience, safety, and development.
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