Designing for disability: Guidance for designers when working with users with Specific, Critical, Additional Needs (SCAN)

This study provides guidelines to help designers make reasoned methodological choices when working with those that have disabilities, in order to enable the effective interpretation of the views of these users and to ensure that these are taken into account in the design of products and services. A new way of categorising such users led to a definition by the researcher of Specific, Critical, Additional Needs (SCAN). Individuals with SCAN have additional needs that have to be met in order to maintain their quality of life, health, safety and wellbeing but are additional to those of everyday critical needs. Following an extensive review of models of disability and design, together with the legal and social contexts (including public attitudes to disability), as well as resources from the design and ergonomics communities and existing research methods available to designers when working with SCAN users, it was found that there were relatively few studies that examined the appropriateness of methods for understanding the requirements of these users in design and evaluation processes. Through focus groups, advice was gathered from designers, some of whom were experienced in working collaboratively with disabled persons. Following this, several semi-structured interviews took place with a representative sample of SCAN users, carers, support workers, health and social care professionals and family members. Analysis of these interviews, backed by evidence from the literature, led to the creation of guidelines. The guidelines take account of best practice in designing from a user-centred viewpoint, and a number of tried and tested research methods are reviewed in detail. The study also highlights the range of disabilities that should be considered by designers in shaping specifications for new products and services, and the need to treat users appropriately to ensure an accurate account is taken of their needs

Transforming our World through Universal Design for Human Development

An environment, or any building product or service in it, should ideally be designed to meet the needs of all those who wish to use it. Universal Design is the design and composition of environments, products, and services so that they can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability. It creates products, services and environments that meet people’s needs. In short, Universal Design is good design. This book presents the proceedings of UD2022, the 6th International Conference on Universal Design, held from 7 - 9 September 2022 in Brescia, Italy.The conference is targeted at professionals and academics interested in the theme of universal design as related to the built environment and the wellbeing of users, but also covers mobility and urban environments, knowledge, and information transfer, bringing together research knowledge and best practice from all over the world. The book contains 72 papers from 13 countries, grouped into 8 sections and covering topics including the design of inclusive natural environments and urban spaces, communities, neighborhoods and cities; housing; healthcare; mobility and transport systems; and universally- designed learning environments, work places, cultural and recreational spaces. One section is devoted to universal design and cultural heritage, which had a particular focus at this edition of the conference. The book reflects the professional and disciplinary diversity represented in the UD movement, and will be of interest to all those whose work involves inclusive design

How to improve learning from video, using an eye tracker

The initial trigger of this research about learning from video was the availability of log files from users of video material. Video modality is seen as attractive as it is associated with the relaxed mood of watching TV. The experiments in this research have the goal to gain more insight in viewing patterns of students when viewing video. Students received an awareness instruction about the use of possible alternative viewing behaviors to see whether this would enhance their learning effects. We found that: - the learning effects of students with a narrow viewing repertoire were less than the learning effects of students with a broad viewing repertoire or strategic viewers. - students with some basic knowledge of the topics covered in the videos benefited most from the use of possible alternative viewing behaviors and students with low prior knowledge benefited the least. - the knowledge gain of students with low prior knowledge disappeared after a few weeks; knowledge construction seems worse when doing two things at the same time. - media players could offer more options to help students with their search for the content they want to view again. - there was no correlation between pervasive personality traits and viewing behavior of students. The right use of video in higher education will lead to students and teachers that are more aware of their learning and teaching behavior, to better videos, to enhanced media players, and, finally, to higher learning effects that let users improve their learning from video

An investigation into the impact of computer therapy on people with aphasia.

Use of computers by the general population continues to increase and computers are now an integral part of communication, leisure activities and work. The majority of research into use of computers by people with aphasia has focussed narrowly on evaluating effects of computer therapy on specific language impairments. Little is known about the broader impacts of computer use by people with aphasia, in terms of levels of social activity and social participation and little is known of the views of people with aphasia on using computers. The research in this thesis investigates the outcome of computer therapy from the perspective of people living with aphasia. Outcome was evaluated using the framework of the World Health Organisation International Classification of Functioning, Disability and Health (WHO ICF 2001) to investigate impact not just in terms of impairment but on activity and participation as well. The ICF also provided a framework for investigating contextual factors (environmental and personal) which might effect outcome. The investigation took the form of two complementary but contrasting case series studies: an investigation into the outcome of using computers to target word finding abilities (treatment targeting impairment only); and an investigation into the outcome of training to use voice recognition software as a writing aid (treatment aiming to overcome activity limitations but not targeting impairment itself). Both studies comprised a qualitative investigation of the views of participants on the outcome and process of therapy. Both studies supplemented this qualitative data with complementary quantitative evaluations seeking to quantify key aspects of outcome. Study one findings indicated that all six participants perceived benefits to levels of activity, participation and confidence in addition to benefits to language impairment. Although some of this benefit was attributed to improved language skill, benefits were also attributed to increased confidence associated with acquiring skills. Study two found benefits to levels of activity and participation and confidence for all participants. Benefits were perceived even where there was no measured change to language impairment or quality or quantity of language used. Computer use by people with aphasia can therefore bring much broader benefits than just to language impairment. Benefits include increases in leisure and social activity, social participation and confidence. Previous computer experience is not necessary and benefits can be shown many years post stroke. These broader benefits should be borne in mind when selecting who may be appropriate for computer therapy