Jefferson Students Adapt Motorized Toy Cars for Children With Disabilities
The physical therapy, occupational therapy and industrial design programs worked with Easterseals on the transdisciplinary project.
University faculty and students collaborated with Easterseals of Southeastern Pennsylvania on the semester-long project.
Jefferson’s physical therapy, occupational therapy and industrial design programs collaborated with Easterseals of Southeastern Pennsylvania to adapt off-the-shelf, ride-on motorized toy cars for children with disabilities.
On June 1, the children drove the adapted cars for the first time at an Easterseals’ community event that included faculty and students at Subaru Park in Chester, Pa.
Occupational therapy students worked on the adaptive cars as their year-long doctoral capstone project, a culminating experience that allows them to apply their knowledge and skills to a real-world problem, and physical therapy students volunteered to lend a hand. For the industrial design students, the project was one of four they worked on during the spring semester.
In February, the Jefferson group sent two untouched motorized cars to Easterseals therapists, who observed how the cars could and could not be used by children ages 3 to 6 with varying disabilities. They shared their observations with the Jefferson team at numerous meetings and brainstorming sessions. Faculty and students then conceptualized, built and applied custom adaptations to identical motorized cars in the Jefferson studios.
“The therapists at Easterseals identified several issues with the standard cars that we needed to find solutions for,” says Dr. Stephanie Muth, a Jefferson physical therapy professor who worked with students on the project. “Some children couldn’t use the steering wheel. For others with strength issues, the seat didn’t offer ways to remain upright and safe. With the problems fleshed out, the therapy and industrial design students got to work.”
Through trial and error and experimentation, the team created and implemented adaptations, including higher and stronger padded seatbacks; proper restraint and harnessing systems; several different joystick and hand control systems that can be swapped out depending on the user; tray systems to hold adaptive devices; and controls that could be activated by a child’s head movement.
A Jefferson Center for Faculty Development and Nexus Learning Pedagogy Grant supported the motorized cars and supplies necessary to build the adaptations. The grant funds faculty projects and research exploring best practices for transdisciplinary learning.
From harnesses and higher seatbacks to joystick steering and even head-controlled options, these adaptations gave children a way to play, move and belong.
“This is truly a collaborative effort between rehabilitation and industrial design,” says industrial design professor Eric Schneider, who also worked on the project. “The rehab students knew what adaptations would make the cars accessible depending on a disability, but they wouldn’t have had the background to build the adaptations and electronics. The industrial design students could build a functioning adaptation but wouldn’t have had the background to identify the need correctly.”
A large need for accessible toys exists, says Sarah Garman, an Easterseals physical therapist who worked with the children and Jefferson team. The collaboration between Jefferson and Easterseals could lead the way.
“Adapted accessible toys are crucial for children with disabilities,” Garman says. “Beyond just the act of playing, which shouldn’t be overlooked, adapted toys help develop cognitive and motor skills. These motorized cars can give children mobility and independence, allowing them to do what other kids are doing so they feel like they belong.”