Motor Skill games for children with developmental disabilities

A1: Problem Statement

Explain and justify the need for a solution to a problem for a specified client / target audience

Huong La Center

MISSION: Huong La group aims to improve the lives of disadvantaged and disabled children at Huong La Center. The Huong La Centre was founded by a Church Mission approximately 25 years ago in response to the need for help for families with disabled children and for orphans. The support offered by the Centre has grown organically until today, Huong La provides a home and full time care for 25 children and adults who range from severely handicapped to regular, healthy children who are socially ostracised for a variety of reasons. In 2023/24 this group will work with Huong La Centre to focus on monthly visits the centre to support the children and adults there. Visits include activities like art, music, physical therapy, and occupational therapy; as well as facilities development work.

You will be paired with a specific client and tasked with creating a custom motor skills development game that can be made using your design skills (i.e. product design workshop tools, 3D printer, and / or laser cutter)

A2: Research Plan & A4: Design Brief

Construct a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently (A2)

Develop a detailed design brief, which summarizes the analysis of relevant research (A4)

🧩 ACCESS FM: Motor Skills Sensory Boards

A - Aesthetics

High Contrast: Use bold, contrasting colors (e.g., yellow on black) to assist children with visual impairments.
Visual Zoning: Group activities by color to help children with cognitive disabilities "chunk" information and avoid overstimulation.
Thematic Design: A "Garden" or "Space" theme can make the board less like a clinical tool and more like a toy, encouraging voluntary play.

C - Cost

Durability vs. Replacement: Invest in high-quality hardware (industrial hinges, thick acrylic) to prevent frequent repairs.
Recycled Materials: Use sanded-down PVC pipes, large wooden spoons, or heavy-duty fabric scraps to keep costs down while providing varied textures.

C - Customer

Target User: Children with varying GMFCS levels (Gross Motor Function Classification System).
Accessibility: Ensure the board is usable from a seated (wheelchair) or standing position. Items should be placed within a "reach zone" of 30cm to 120cm from the floor.
Cognitive Age: The "mental" age of the child may differ from their chronological age; keep instructions visual or tactile rather than text-based.

E - Environment

Durability: The board must survive in a humid and wet environment without rusting or becoming moldy.
Stability: The board must be wall-mounted or have a heavy A-frame base to prevent tipping if a child leans on it for balance.
Noise Control: If used in a classroom, include "quiet" sensory items (silicon squishies) alongside "noisy" ones (bells) to prevent acoustic overstimulation.

S - Size

Scale of Parts: Since the focus is gross motor, parts should be palm-sized rather than finger-sized. Think large levers, oversized steering wheels, and chunky pull-ropes.
Overall Dimensions: A wide board (e.g., 1.5m) allows for bilateral coordination (using both arms across the body), which is a key gross motor milestone.

S - Safety

No Small Parts: Avoid anything that could become a choking hazard if pulled off with force.
Rounded Edges: Every corner should be radiused. Use "pinch-proof" hinges for any moving doors.
Non-Toxic: Use VOC-free paints and medical-grade silicon, as many children explore objects orally.

F - Function

Proprioceptive Input: Include "heavy work" activities like pulling a weighted pulley or pushing a high-resistance spring.
Vestibular Engagement: If the board is floor-mounted, include a "teeter" element or a textured path leading up to it.
Cause and Effect: A large "slam" button that triggers a light or a low-frequency vibration (tactile sound) provides immediate feedback.

M - Materials

Tactile Variety: Mix "hard" (metal, wood) with "soft" (high-density foam, artificial turf).
Temperature: Incorporate materials that feel different to the touch, like cool stainless steel versus warm felt.
Hygiene: Use non-porous materials that can be easily disinfected with medical-grade wipes.

A3: Existing Products & B2: Design Ideas

Analyze a range of existing products that inspire a solution to the problem

Develop a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Fine Motor Skills Development

Gross Motor Skills Development

Bean Bag Toss

A simple, seated game of throwing items into a basket or target to promote coordination.

Ring Toss

Different points on the board (construction, PVC or Dowel and 3D printed rings

Water Flip rubber ducky race

Simple rubber ducky in the middle of 5 squares, whoever flips the water and has it land gets to move a square towards their opponen

Giant Marble Maze

Cardboard or Foamcore with hazard tape on the sides. The goal is to get the balls to settle in the holes…or we could make this a maze with holes tha

While you chose to engage with this client, you were allowed to go due to the following factors:

Maturity level: you will be encountering children with severe physical and mental developmental disabilities. You are expected to act with a high level of maturity and respect.
Self Management ATL: you have shown abilities in self management by hitting due dates and turning in high quality work. This will be important in order to deliver a quality product on time.
Collaboration ATL: in addition to developing a specific assistive device for a client, you will likely team up on a larger project, such as building a PVC wheel chair. Communication and collaboration skills are key to this process to when developing a larger product.

A: Inquiring & Analysing

FIELD TRIP!

Date: Friday, March 14

Time: 8:00 - 12:00

Mission: You will have limited time to interview clients and client representatives with the help of UNIS Hanoi Faculty and Staff

Work with Ms. Mai and Mr. Dung to interview the nuns and understand the specific needs of your client below.
Brainstorm and sketch ideas that might work for that child
Take measurements of hands and wrists to know how big to make the assistive devices

Logistics: You will need to bring your own packed lunch for the bus journey back to UNIS.

You will go to Huong La Center to meet the children you will be working to develop products for.

Client Lists and Preferences: see spreadsheet below