Neurodiversity HCI

The objective of this paper is to introduce neurodiversity movement. Like Feminist HCI[5] neurodiversity critiques the implicit notion of ‘user’ in the singular. Neurodiversity suggests that current approaches carry with them certain assumptions about the cognitive processing abilities of users which need to be challenged. This paper is concerned with the design and evaluation of interactive systems that are imbued with an awareness of the central commitments of neurodiversity. The paper seeks to identify and promote neurodiversity under the banner of neurodiversity HCI. This paper introduces neurodiversity and then critically evaluates aspects of HCI from the neurodiversity perspective

Beyond autism and technology: lessons from neurodiverse populations

Purpose – This short paper reports on the sixth seminar in a 7-seminar series entitled, “Innovative Technologies for Autism: Critical Reflections on Digital Bubbles”, funded by the UK Economic and Social Research Council (ESRC). The aim of this particular seminar was to reflect upon the implications from neurodiverse communities for the development of technology for autism. Design/methodology/approach – Presentations from key researchers and parental perspectives are reviewed, highlighting contemporary issues in neurodiverse populations that have important implications for autism. Findings – Whilst there are many conditions associated with autism, most commonly intellectual disability (learning difficulties), this is not reflected in research. In addition, for child-based research, researchers are at least a generation older than participants and have had different digital-childhoods. Involving neurodiverse populations within participatory design sessions can address both of these issues. Understanding the context of the issues that the participatory design sessions address is crucial for developing participatory design principles that extend from one condition to another. This includes understanding when findings based upon verbal populations can be extended to nonverbal populations. Originality/value – This paper offers up-to-date insights into how design principles from one condition extend to different conditions. Universal interaction and neurodiversity HCI are considered. This is important within neurodiverse populations, especially given the high rates of additional conditions that are associated with autism. Whilst the majority of autism research has involved verbal populations, the benefits of technology can extend to non-verbal populations

Diversity for design: a framework for involving neurodiverse children in the technology design process

The neurodiversity movement seeks to positively reframe certain neurological conditions, such as autism spectrum disorders (ASD) and dyslexia, by concentrating on their strengths. In recent years, neurodiverse children have increasingly been involved in the technology design process, but the design approaches adopted have focused mostly on overcoming difficulties of working with these children, leaving their strengths untapped. We present a new participatory design (PD) framework, Diversity for Design (D4D), which provides guidance for technology designers working with neurodiverse children in establishing PD methods that capitalize on children’s strengths and also support potential difficulties. We present two case studies of use of the D4D framework, involving children with ASD and dyslexia, showing how it informed the development and refinement of PD methods tailored to these populations. In addition, we show how to apply the D4D framework to other neurodiverse populations

The Lights Are Too Loud: Neurodivergence in the Student Affairs Profession

Much of the current scholarly literature on neurodiversity in higher education tends to focus solely on the experiences of neurodiverse students. There is a significant gap in the literature that highlights how neurodiverse professionals survive and thrive in careers in higher education. Utilizing the Scholarly Personal Narrative (SPN) Methodology, this paper aims to address the current literature gap by using the existing research, coupled with the author\u27s personal experiences, to emphasize the unique needs of neurodiverse people on college campuses. The author offers recommendations for stakeholders in higher education to create equitable and accessible spaces for neurodiverse people on campus. By highlighting the unique needs of neurodiverse people in higher education, the paper aims to validate and amplify their experiences in the higher education sphere

Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys

Background. Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Sociocultural theory to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method. The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results. For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions. Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities.LEGO Foundatio

“We have been magnified for years - now you are under the microscope!": Co-researchers with learning disabilities created an online survey to challenge public understanding of learning disabilities

Public attitudes towards learning disabilities (LDs) are generally reported as positive, inclusive and empathetic. However, these findings do not reflect the lived experiences of people with LDs. To shed light on this disparity, a team of co-researchers with LDs created the first online survey to challenge public understanding of LDs, asking questions in ways that are important to them and represent how they see themselves. Here, we describe and evaluate the process of creating an accessible survey platform and an online survey in a research team consisting of academic and non-academic professionals with and without LDs or autism. Through this inclusive research process, the co-designed survey met the expectations of the co-researchers and was well-received by the initial survey respondents. We reflect on the co-researchers’ perspectives following the study completion, and consider the difficulties and advantages we encountered deploying such approaches and their potential implications on future survey data analysis

"My Perfect PlatformWould Be Telepathy" - Reimagining the Design of Social Media with Autistic Adults

https://doi.org/10.1145/3544548.3580673https://doi.org/10.1145/3544548.3580673https://doi.org/10.1145/3544548.3580673https://doi.org/10.1145/3544548.3580673https://doi.org/10.1145/3544548.358067

"Hey, Can You Add Captions?": The Critical Infrastructuring Practices of Neurodiverse People on TikTok

Accessibility efforts, how we can make the world usable and useful to as many people as possible, have explicitly focused on how we can support and allow for the autonomy and independence of people with disabilities, neurotypes, chronic conditions, and older adults. Despite these efforts, not all technology is designed or implemented to support everyone's needs. Recently, a community-organized push by creators and general users of TikTok urged the platform to add accessibility features, such as closed captioning to user-generated content, allowing more people to use the platform with greater ease. Our work focuses on an understudied population -- people with ADHD and those who experience similar challenges -- exploring the creative practices people from this community engage in, focusing on the kinds of accessibility they create through their creative work. Through an interview study exploring the experiences of creatives on TikTok, we find that creatives engage in critical infrastructuring -- a process of bottom-up (re)design -- to make the platform more accessible despite the challenges the platform presents to them as creators. We present these critical infrastructuring practices through the themes of: creating and augmenting video editing infrastructures and creating and augmenting video captioning infrastructures. We reflect on the introduction of a top-down infrastructure - the implementation of an auto-captioning feature - shifts the critical infrastructure practices of content creators. Through their infrastructuring, creatives revised sociotechnical capabilities of TikTok to support their own needs as well as the broader needs of the TikTok community. We discuss how the routine of infrastructuring accessibility is actually best conceptualized as incidental care work. We further highlight how accessibility is an evolving sociotechnical construct, and forward the concept of contextual accessibility.Comment: To be published in: Proc. ACM Hum.-Comput. Interact. CSCW '2