People with Intellectual Disabilities (ID) remain underrepresented in the co-design of technology, despite a growing emphasis on inclusive design within HCI. This scoping review synthesises knowledge on co-design methods by examining how people with ID and their support networks have been involved in technology design. A systematic search of four databases identified 25 relevant papers. Our analysis draws together the design methods and inclusion strategies used across these studies, highlighting practices, tools, and adaptations that accommodated diverse abilities, built trust, and supported agency. From this synthesis, we articulate how co-design practices have been tailored to promote inclusivity and propose principles and approaches to guide future research that centres ID perspectives. These findings provide researchers, designers, and practitioners with insights for fostering the equitable participation of people with ID in the design of technology.

Voice Assistants (VAs) are increasingly integrated into smartphones and smart home devices, offering potential support for diverse groups of users. However, limited research has examined how individuals with Intellectual Disabilities (ID) engage with these technologies. We conducted an eight week study with 17 adults with ID and four support workers at a disability support organization, integrating screen based VAs within a STEAM (Science, Technology, Engineering, Arts, Mathematics) program. Data were collected through interviews with participants and support workers before, during, and after deployment, complemented by analysis of VA interaction logs and researcher observations. Participants initiated 260 interactions with the VAs, using them for information retrieval, entertainment, and learning, with peer support playing a critical role in sustaining engagement. Some participants experienced difficulties with pronunciation and cognitive challenges, while several formed emotional connections with the devices. Based on these findings, we propose six design considerations to guide the development of more inclusive VAs.

Figure 1: Participants engaging with bodystorming scenarios to A) develop makerspace design ideas and B) evaluate the resources that support the C) delivery of a eMaking program of support to people with intellectual disabilities.

There is a growing availability of computational and electronic toolkits designed for learning and enrichment activities, however, these toolkits are often inaccessible for blind and low vision (BLV) users. We co-designed with BLV participants, several types of adaption and augmentations that can increase the accessibility of a previously developed electronic toolkit. We explored NFC-enabled 3D-printed circuit templates, braided connectors, and other tactile adaptions developed from co-design sessions with BLV users. We evaluated the resulting toolkit with nine blind and low-vision participants and found that they experimentally and tactually learned to compose circuits of increasing complexity. A key design aspect was incorporating redundant methods that enabled participants to exercise their personal modality preferences when identifying components and making connections. Through our work, we highlight how digital fabrication can be applied to adapt modular electronic toolkits to increase the availability of existing electronics learning platforms for the BLV population.