Designing with and for people with intellectual disabilities

People with intellectual disabilities often experience inequalities that affect the standard of their everyday lives. Assistive technologies can help alleviate some of these inequalities, yet abandonment rates remain high. This is in part due to a lack of involvement of all stakeholders in their design and evaluation, thus resulting in outputs that do not meet this cohort’s complex and heterogeneous needs. The aim of this half-day workshop is to focus on community building in a field that is relatively thin and disjointed, thereby enabling researchers to share experiences on how to design for and with people with intellectual disabilities, provide internal support, and establish new collaborations. Workshop outcomes will help to fill a gap in the available guidelines on how to include people with intellectual disabilities in research, through more accessible protocols as well as personalised and better fit-for-purpose technologies

Lessons from Expert Focus Groups on how to Better Support Adults with Mild Intellectual Disabilities to Engage in Co-Design

Co-design techniques generally rely upon higher-order cognitive skills, such as abstraction and creativity, meaning they may be inaccessible to people with intellectual disabilities (ID). Consequently, investigators must adjust the methods employed throughout their studies to ensure the complex needs of people with ID are appropriately catered to. Yet, there are a lack of guidelines to support researchers in this process, with previous literature often neglecting to discuss the decisions made during the development of their study protocols. We propose a new procedure to overcome this lack of support, by utilizing the knowledge of “experts” in ID to design a more accessible workshop for the target population. 12 experts across two focus groups were successful in identifying accessibility barriers throughout a set of typical early co-design activities. Recommendations to overcome these barriers are discussed along with lessons on how to better support people with ID to engage in co-design

Engaging IT students in co-design with people with intellectual disability

Current and emerging participative design practices are providing opportunities for people with intellectual disability to have a say in how technology can best support them and their individual needs. Yet technological experts and designers are not always confident to be included in co-design sessions with people with intellectual disability and often favour less inclusive projects to focus on. In this paper, we present lessons learnt from a series of co-design exercises aimed at designing mobile or web applications to support people with intellectual disability, including a reframing of the concept of reciprocity. We believe these lessons can serve as recommendations for IT experts or IT students, to be encouraged and enabled to design with people with intellectual disability, thus supporting a greater inclusion