Space, Place, Common Wounds and Boundaries: Insider/Outsider Debates in Research with Black Women and Deaf Women

The chapter discusses issues of identity in research. It does this by examining the impacts of the identity of the researcher, participants, and the various identity interchanges that take place. This chapter draws on the perspectives and experiences of participants and researcher in a PhD study with five (Six Deaf women were interviewed but one withdrew due to a conflict of interest.) culturally Deaf (white) women and 25 Black (hearing) women discussing their world of work in UK public sector organizations. The theoretical framework of “Africanist Sista-hood in Britain” is that which underpins the positioning of the research and researcher. The chapter provides a reflexive account of the research but in a way that centralizes participant perspectives. Two goals have been achieved; firstly, it adds further contribution to the insider/outsider debate by adding participant perspectives on the issue, and secondly, it demonstrates the ways in which the theoretical framework of “Africanist Sista-hood in Britain” can be used in research not just with Black women but also via collaborative approaches with other social groups. In so doing, the chapter raises a number of important questions: Should researchers seek out participant perspectives on the insider/outsider debates in research? In what ways does the identity interchange between researcher and researched have an impact on the research process? What does Africanist Sista-hood in Britain have to offer to Black women and others carrying out research in the field

Research Publication 2011

Research Publication of Kymenlaakso University of Applied Sciences provides a window into our operations from the point of view of research activities. Through this collection of articles split into different themes we present our projects and the university’s multi-disciplined knowledge and expertise of the staff

Pushing the Boundaries of Participatory Design with Children with Special Needs

Despite its inherent challenges, participatory design (PD) has unique benefits when designing technology for children, especially children with special needs. Researchers have developed a multitude of PD approaches to accommodate specific populations. However, a lack of understanding of the appropriateness of existing approaches across contexts presents a challenge for PD researchers. This workshop will provide an opportunity for PD researchers to exchange and reflect on their experiences of designing with children with special needs. We aim to identify, synthesize and collate PD best practices across contexts and participant groups

Finding their Fit: An Exploratory Study of Interpreters’ Perceptions of their Membership in the Deaf Community

In the U.S., Deaf individuals who use a signed language as their preferred and dominant means of communication are considered a distinct linguistic and cultural group known as the Deaf community. Sign language interpreters, particularly non-native signers who are leaning ASL, are frequently encouraged to associate with the Deaf community as part of their language acquisition process. However, interpreters who are not deaf or native signers, especially students, often experience tension as they interact with the Deaf community. The literature is divided on whether hearing interpreters who learn ASL later in life, even those who are arguably bilingual and bicultural, are able to attain Deaf community membership. The guiding questions for this study are: According to their own perspectives, can hearing, ASL-English interpreters be members of the Deaf community? If they are members, what qualifies them as members, and if not, why not? Three interpreters were interviewed to elicit their views on hearing interpreters’ fit within the Deaf community. Qualitative analysis in ELAN uncovered three primary themes; participants’ definition of Deaf community and who can be a member, what participants’ saw as requirements for interpreter membership, and caveats to such membership. While ASL fluency, attitude, and cultural competency were found to be important, a key finding is that participants agree interpreters’ membership is dependent upon the Deaf community extending an invitation and is not something they can claim for themselves

In Our Own Voice: The Use of Focus Groups to Describe Mental Health Care Experiences of Persons with Hearing Loss in Allegheny County

Disparities in access to mental health care for persons with hearing loss are significant public health problems. Despite federal mandates such as the Americans with Disabilities Act, the Deaf, Deafblind and hard-of hearing populations remain greatly underserved. There is limited data available that define the obstacles that account for these differences. There is a great need for formative research to advance a better understanding of these issues. In Allegheny County persons with hearing loss receive mental health services at a rate far less than the hearing population. A series of focus groups were convened to gather qualitative data to explore perceptions of mental health services and identify any barriers to care and ideas for expansion of existing services. The results of the groups suggest that while there are some differences among the three populations in regard to specific barriers to care, all three populations expressed a lack of knowledge regarding where services exist and how to acquire mental health related information. Many opportunities exist to advance the mental health needs of persons with hearing loss in Allegheny County. One is to develop a standardized protocol for both assessment and treatment of persons with hearing loss within all county mental health centers and physician private practices, including any social supports which exist outside the mental health system. This protocol would make information available regarding where mental health services can be obtained, how they can be accessed, and what kind of accommodations are necessary. Much needs to be done to begin to address the disparities that exist within the mental health system for all persons with hearing loss. Understanding what must be done is only the first step. It will take a commitment from many agencies within Allegheny County to realize a service delivery system that meets the needs of persons with hearing loss that is truly recovery-oriented

Ethical Engineering and Respect for The ‘Other’

Engineers have a very important role and responsibility in shaping modern society. Diversity amongst engineers is important in fulfilling this responsibility and ensuring that the creativity and needs of the whole population are taken account of. However, only a small percentage of engineers are female and very few of them are disabled. The paper discusses the experiences of women and disabled engineers in the context of othering and considers the way in which the existence of binary divides facilitates marginalisation and exclusion. It also discusses the need to involve end-users in design and development and education to encourage this, with a particular focus on disabled end-users

Inclusive Communication with Augmented Reality for deaf and hard of hearing

UIDB/05021/2020 UIDP/05021/2020Deafness is an often undervalued but increasing problem amongst world’s population. Besides the difficulty in hearing sounds, it involves many cognitive and emotional issues, like learning difficulties, isolation and disempowerment. In this paper, designing artefacts for deaf people is analyzed from two different perspectives: technology and communication science. Regarding technical issues, research shows how Augmented Reality can be applied using screen interfaces or smart glasses translating sounds into visual stimuli; from the communication side, the focus is on storytelling and how it can be combined with the technology referred to engage people, enhance learning activity and create a community. By looking into these two aspects, the suggested approach is to merge them in a conceptual creative project that can be appealing and useful to the public, through the use of interactive storytelling, while also using the visual benefits of an immersive Augmented Reality experience.publishersversionpublishe

A Participatory Culture for Developing an Inclusive Environment in Higher Education

Increasing understanding, concern, partiality, and equality for persons with disabilities is important. One disparity can be found in the educational area. The role of the government to increase the capability of this group is the enactment of Law No. 8 of 2016, which substantially provides accessibility to persons with disabilities. The education environment needs to participate in building a disability-friendly education climate. This paper presents a higher education case study for students with special needs at Universitas Atma Jaya Yogyakarta. The research uses the Inclusive Participatory Action Research approach to explore problems, design program planning, management, and implementation of efforts to create a disability-friendly environment. Through this approach, persons with disabilities are the subject of planning, implementation, and evaluation. It means that the active involvement of the target group is essential in this effort. The results show that participatory culture is essential in building an inclusive environment in higher education. The commitment and cooperation of all university members can realize a disability- friendly environment. The focus of this article includes (a) efforts to build a disability-friendly environment; (b) disability-friendly education approach; (c) challenges in the implementation and environmental impacts of inclusion in higher education. Hopefully, this idea can contribute to building an inclusive environment in an educational institution

Deaf children need language, not (just) speech

Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.Accepted manuscrip