Product Design & Technology Textiles

Product Design and Technologies Textiles: Unit 2 Final Design Outcome - Leo C

The Sensory Hoodie

My product is for people with ASD (Autism Spectrum Disorder)/sensory issues; it’s aimed to suit multiple needs in the one product—such as non-verbal communications, fidgeting to calm down a sensory overload, and weighted hems to simulate pressure to regulate emotions. I made this after realising there weren’t many products with multiple sensory-calming features, more-so multiple products with one feature; meaning people needing those products would have to buy multiple—my product is supposed to combat that consumerism. I used my sibling with ASD as a base reference, following their needs/wants (such as purple and green colours, a soft fabric—jersey fleece, and a cat design on the middle). There is also communication patches and digital embroidery YES/NO on the sleeves. I created the hood to be oversized so that when my sibling wants to regulate, he can enclose himself in the hood too.

Unit 2 focused on creating design solutions that were inclusive. We explored a range of case studies that examined adaptive clothing for medical needs and specific diagnoses and worked with live clients the students were designing for. The focus was on ensuring that garments were created to support every individual need and condition without making the wearer feel different or singled out. The students investigated barriers faced by people with diverse bodies and abilities, analysed existing products, and applied user centred design thinking to develop thoughtful prototypes. They worked closely with their clients to gather feedback, refine ideas, and test materials, demonstrating genuine empathy and a commitment to creating clothing that enhances both comfort and confidence.

Below are examples of the products the students created. Their clients included adults needing heat packs on their back, children who spend significant time in hospital and requested typical clothing that still allowed doctors to access feeding tubes and medical equipment. Other clients included babies with hip dysplasia who required garments that accommodated a brace while still looking playful and comfortable, as well as adults with sensory needs who sought clothing that reduced irritation and supported personal preferences. The students responded with compassion and creativity, developing thoughtful design solutions that balanced function, dignity and style. Their final outcomes demonstrate a deep understanding of inclusive practice and the power of design to improve the everyday lives of real people.