Developing visual tangible artefacts as an inclusive method for exploring digital activities with young people with learning disabilities

This paper presents the rationale for developing and using visual, tangible artefacts (VTAs) to include young people with learning disabilities in exploring their digital activities. The study concluded that VTAs are inclusive tools for exploring the digital activities of and with young people with learning disabilities. The VTAs allowed access to conversations, information and insights that are not obtainable otherwise. The VTAs may be regarded as a new model for inclusive disability and technology studies research.