Using a digital participatory approach to facilitate inclusivity in Jordanian heritage sites: Stakeholders’ requirements and a proposed system

The combination of social engagement engines and immersive technologies, such as virtual reality (VR), augmented reality (AR), and digital twins holds great potential for the development of tourism industry during the designing and planning stages. When introduced to experts, this innovative approach allows us to advance creative solutions while keeping the community engaged and enhancing the decision-making process. Virtual designing and planning processes can significantly transform the workflows of professionals and promote inclusive practices in all Jordanian archaeological and heritage sites, particularly those involved in the “Accessible Tourism” project. This article presents an exploratory quantitative study conducted through a comprehensive literature review and participatory interviews. The study involved 23 participants from the “Accessible Tourism” project. It focused on identifying professionals' barriers affecting the application of inclusivity in historical sites. Additionally, the study defined challenges and requirements to determine digitally inclusive applications. The study results highlighted the challenges faced by stakeholders and experts in developing inclusivity in built heritage sites in Jordan, such as interdepartmental communication, historic preservation constraints, and comprehension of accessibility codes. It also addressed the difficulties in engaging users with disabilities or marginalized communities in developing inclusive facilities. Based on these findings, a unique framework for remotely analysing target users within an immersive environment is proposed. This framework has been developed in collaboration with key stakeholders and set the stage for further research and collaboration. Future research should emphasize the importance of inclusive practices and user involvement in designing accessible and enriching tourism experiences at Jordan's heritage sites

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Location-based technologies for learning

Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio

Rethinking Disability in the Private Sector: Report from the Panel on Labour Market Opportunities for Persons with Disabilities

In July 2012, the Government of Canada appointed a panel to consult with private sector employers, as well as other organizations and individuals, on the labour market participation of people with disabilities. The panel members were asked to identify successes and best practices in the employment of people with disabilities, as well as the barriers faced by employers, and to report on their findings. In-person and telephone consultations were conducted with almost 70 employers, and feedback was received from approximately 130 online submissions. Responses came from organizations of all sizes across the country and in a broad range of industry sectors. Findings were shared anonymously with a number of national non-profit organizations and business associations to determine if they resonated with other stakeholders. While the consultations were the main focus of the panel’s efforts, research was also conducted into the business case associated with hiring people with disabilities in Canada and other jurisdictions. This report is directed at Canadian private sector employers, and offers the following findings: Many companies are doing great things, but more education and training are needed (see “Employers speak”). While most of the companies we heard from showed a genuine desire to hire people with disabilities, education and training are required to overcome barriers, dispel myths and put theory into practice. As the examples of forward-thinking Canadian companies and their best practices testify, there is significant experience available on which to build. Hiring people with disabilities is good for business. (see “Understanding the business case”). We heard this from senior and experienced business leaders who recognize the value of an inclusive work environment. Although mainly intuitive, their beliefs are supported by the performance of corporate diversity leaders on the capital markets, as well as data on employee retention and productivity. It is noteworthy that in 57 percent of cases, no workplace accommodation is required for people with disabilities. In the 37 percent of cases reporting a one-time cost to accommodate an employee with a disability, the average amount spent is $500. The keys to success are leadership and effective community partnerships (see “Making it work for you”). To increase employment among people with disabilities and access the related benefits, tone from the top and the actions of leaders are imperative. Also critical is identifying community partners who fully understand the business’s talent needs and are committed to customer service. To help organizations begin the process of engaging and employing talented people with disabilities, this section also includes a list of initiatives called “Getting started.

Designing Spaces for Learning and Living in Schools: perspectives of a 'flaneuse'

The design elements of school learning spaces - classrooms, laboratories, libraries, studios - have the potential to position learners and teachers and to prohibit, authorise, situate and regulate the ways in which learning takes place. Approaches to the designing of learning spaces can fail to take into account the changing social, cultural, pedagogical and technological factors impacting on learners and teachers. How can such taken-for-granted spaces accommodate the needs of learners and teachers and respond to the demands of 'rich task' curriculum and 'real world' learning experiences? Acknowledging Donald Schon's (1983) perspective that 'all occupations engaged in converting actual to preferred situations are concerned with design', this paper is linked to a site visit and workshop conducted in the Ken Thamm Information Resource Centre at Immanuel Lutheran College, Buderim as part of the 2005 Australian Curriculum Studies Conference Blurring the Boundaries – Sharpening the Focus

An Exploratory Study into the Accessibility of a Multi-User Virtual World for Young People with Aphasia

This paper describes an exploratory study into the accessibility of the virtual world Second Life for two young people with aphasia. Aphasia is a communicative disorder most commonly caused by a stroke. It affects both written and spoken language, is frequently accompanied by right-sided paralysis and people with aphasia can experience isolation and social exclusion. Multi-user virtual worlds are a potential source of fun and contact with others, but how accessible are such worlds to those with communication issues? We report an investigation into the accessibility and potential of Second Life for people with aphasia. This was accomplished through a critique and an empirical study involving two young people: Ann was in her mid twenties and Bob in his early thirties. They were selected because both were comfortable with computer technologies before their strokes and each continues to use them, albeit in a more limited capacity. We discuss implications of the results for people with aphasia interacting with multi-user virtual worlds

Cats and dogs and pheromones: researching the student experience

Pheromone Therapy is a unique online course pioneered by the University of Lincoln and delivered through the university's virtual learning environment. The course adopted innovative practices such as induction activities designed to embed the skills required for successful online learning, a range of interactions with content and focus on opportunities for socialisation including ‘café’ forums and a student gallery. Retention is a key issue with distance delivery (Simpson, 2003) but listening to the student voice is only a comparatively recent initiative. Past studies have focussed on non-completion (Yorke & Longden, 2008) or the student experience on campus (JISC, 2007). Pheromone Therapy was an opportunity to capture data about distance learner’s experience of learning in isolation and collect individual responses to the course design. Findings provided a rich source of information for the construction and delivery of online courses in the future. Social aspects of learning online have been suggested as prime motivators in building a sense of collegiality. Pheromone Therapy was designed to include opportunities for social interaction but students demonstrated how the learning experiences which were situated in practice, with opportunities for shared participation, created the greatest cohesion and sense of community

Technology and Caregiving: Emerging Interventions and Directions for Research.

An array of technology-based interventions has increasingly become available to support family caregivers, primarily focusing on health and well-being, social isolation, financial, and psychological support. More recently the emergence of new technologies such as mobile and cloud, robotics, connected sensors, virtual/augmented/mixed reality, voice, and the evermore ubiquitous tools supported by advanced data analytics, coupled with the integration of multiple technologies through platform solutions, have opened a new era of technology-enabled interventions that can empower and support family caregivers. This paper proposes a conceptual framework for identifying and addressing the challenges that may need to be overcome to effectively apply technology-enabled solutions for family caregivers. The paper identifies a number of challenges that either moderate or mediate the full use of technologies for the benefit of caregivers. The challenges include issues related to equity, inclusion, and access; ethical concerns related to privacy and security; political and regulatory factors affecting interoperability and lack of standards; inclusive/human-centric design and issues; and inherent economic and distribution channel difficulties. The paper concludes with a summary of research questions and issues that form a framework for global research priorities

A Universalist strategy for the design of Assistive Technology

Assistive Technologies are specialized products aiming to partly compensate for the loss of autonomy experienced by disabled people. Because they address special needs in a highly-segmented market, they are often considered as niche products. To improve their design and make them tend to Universality, we propose the EMFASIS framework (Extended Modularity, Functional Accessibility, and Social Integration Strategy). We first elaborate on how this strategy conciliates niche and Universalist views, which may appear conflicting at first sight. We then present three examples illustrating its application for designing Assistive Technologies: the design of an overbed table, an upper-limb powered orthose and a powered wheelchair. We conclude on the expected outcomes of our strategy for the social integration and participation of disabled people