My thesis research focuses on the development of children with severe-multiple disabilities through arts, and the role of design in this area. I explore this in a case study, where I examine the principles, methods and goals of the complex art-based pedagogy implemented in the Csillagház Primary School, as well as the adaptive tools used for creative activities, their history and areas of use. I consider the tools presented and the method of their creation as a collective design process, and present them together as an innovation that bridges the gap between the shortcomings of the public education system in Hungary and the human rights enshrined in the UN CRPD – using adhesive putty, flip-flops and tennis balls. I introduce the notions of 'activist affordances' (Dokumaci, 2023) and 'biographical prototypes' (Bennett, 2019) so that all those involved in building this bridge will have their voices heard and find a role and place in future contemporary design discourse and design education, and thus inspire future generations of designers and special education teachers to seek new paths and ideas.