Sensory-Based Toy Design for Children With Autism: A Research-Informed Approach to a Multisensory Engagement Cube
Megha Sanghvi
13/10/2026
This paper recommends user-centred design in developing multisensory learning aids that extend beyond mere entertainment to become sensory aids for children with Autism Spectrum Disorder (ASD) (Hijab et al., 2025; Unwin et al., 2024). User-centred design refers to a methodology where the end user is actively involved in the creation process to ensure the final product incorporates inputs from lived experiences and needs (Fabri and Satterfield, 2019). Children with autism may experience sensory differences such as hypersensitivity (sensory avoidance), hyposensitivity, (under-responsiveness) and sensory seeking with research indicating that over 80% of autistic children exhibit significant sensory processing challenges (Case-Smith et al., 2015; Ghazali et al., 2018). This review looks at research on sensory processing, sensory toys, and design engineering. The main finding of this literature is that sensory aids are most impactful when they accommodate the heterogeneity of the preferences of children with autism and provide the child with internal control over stimuli (Hijab et al., 2025; Unwin et al., 2024). Evidence shows that children with autism are more sensitive to light than any other sensory stimuli, making visual outputs a priority to prevent overstimulation (Habbak and Khodeir, 2022; Nair et al., 2022). Therefore, the design implication is that toys and learning aids need to be safe, predictable, calming, tactile and engaging. Engineering requirements may include rounded edges, non-toxic materials, and securely enclosed battery casings to ensure physical safety for children who may require additional safety considerations regarding risk awareness. (McAllister and Maguire, 2012; Tola et al., 2021).