The fundamental problem being addressed through this project is the cognitive development of toddlers with physical disabilities. Throughout childhood, this development is heavily supported through play. For children without disabilities, normal playing includes activities involving both the left and right sides of their brain, provided often by increased mobility in development. However, certain disabilities can prevent children from equally stimulating both brain hemispheres. A lack of brain stimulation in a certain area can prevent it from maturing normally, causing mental impairments that may have been avoided.

Existing toys which disabled children can use to be more mobile and interact with their environment can aid in normal mental development. However, these toys are often made for individuals instead of a wider population. Since every child has a particular set of physical limitations which have to be considered, there is a need to create an adjustable toy which a school can use to help a wide range of children. These toys have to be enjoyable for the kids to play with, easy for the teachers at the school to adjust, and useful in allowing these children to receive a fully stimulating mental experience. If these problems are properly addressed, it would drive down the purchasing costs of the Susan Gray School as well as allow these children to mature mentally.

After meeting with Dr. Amanda Lowery at Vanderbilt University and Dr. Teresa Plummer at Belmont University, we discussed current therapies and designs and decided on some preliminary design constraints moving forward. To first address these constraints, we plan to meet this week at the Susan Grey School this week and observe the kids. We plan to come with a set list of physical capabilities we can identify on each child, such as sitting up, reaching their arms out, speech, walking, muscle strength, and many more. By creating a comprehensive set of physical qualities we can see what the school should have toys designed for in order to fit their needs on a larger scale. Each member of the group will have their own standardized checklist and will evaluate each child individually and afterwards the group will meet as a whole to compare our responses. These assessments will help us begin our adjustable toy car design and ensure we address the most important needs first.