Inclusion as a Process: Co-Designing an Inclusive Robotic Game with Neurodiverse Classrooms
Patricia Piedade, Isabel Neto, Ana Cristina Pires, Rui Prada, Hugo Nicolau · 2024 · Proceedings of the 26th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '24) · doi:10.1145/3663548.3675664
Summary
This paper documents a seven-month co-design process in which researchers worked with 80 children (18 of whom were neurodivergent) across four neurodiverse classrooms in Lisbon, Portugal, to design an inclusive tabletop robotic game. The children, aged 6 to 12, included those with intellectual disabilities, autism spectrum disorder, Down syndrome, and developmental delays. Rather than arriving with a pre-built solution, the researchers conducted five co-design workshops where children actively contributed ideas for game mechanics, rules, and interactions using low-fidelity prototyping materials. The team then iteratively built and playtested a tabletop game using off-the-shelf Ozobot Evo robots, incorporating the children's design insights at each stage. The game featured a modular board with interchangeable mini-games that children could configure themselves, including colour-coded paths, physical challenges, and collaborative tasks. Crucially, the paper frames its primary contribution not as the game itself but as the co-design process — arguing that the longitudinal engagement with neurodiverse groups was what genuinely fostered inclusive dynamics among the children. The work draws on Expanded Proxy Design, a participatory method developed for working with children who have complex needs, where adults and peers act as proxies to represent the perspectives of participants who may not be able to fully articulate their ideas through conventional means.
Key findings
The paper's most significant finding is that the co-design process itself — not the resulting game artefact — was the primary driver of inclusion. Over the course of the workshops, the researchers observed children naturally learning to accommodate each other's accessibility needs without explicit instruction. Neurotypical children began spontaneously adapting activities, adjusting rules, and providing support to their neurodivergent peers. The study identified three key mechanisms that sustained inclusive experiences: first, children developed feelings of ownership over the game because they had shaped it, which increased engagement across ability levels; second, appropriation practices emerged where children modified rules and interactions on the fly to be more inclusive, going beyond what the researchers had designed; and third, the longitudinal nature of the process allowed interpersonal relationships to develop organically, reducing the social exclusion that neurodivergent children often experience. The researchers also found that low-fidelity prototyping materials were more effective than high-fidelity tools for neurodiverse groups because they lowered barriers to participation. A notable tension emerged around balancing structure and flexibility — too many rules constrained neurodivergent children, while too few left some children without the scaffolding they needed.
Relevance
This paper offers valuable practical insights for anyone designing inclusive technologies or conducting participatory research with neurodiverse groups. Its central argument — that inclusion is a process, not a product feature — challenges the common approach of trying to build accessibility into a finished artefact. For practitioners, the key takeaway is that sustained co-design engagement with mixed-ability groups can foster inclusive behaviours that persist beyond any single design project. The study's use of Expanded Proxy Design provides a concrete methodology for including participants with complex communication needs. The work also demonstrates that off-the-shelf, low-cost robots can serve as effective platforms for inclusive play without requiring custom hardware. Limitations include the small number of classrooms studied and the specific cultural context of Portuguese schools, though the co-design principles and inclusion mechanisms identified are broadly transferable to other inclusive technology projects.
Tags: neurodiversity · children · co-design · inclusive play · robotics · participatory design · education