Lighting the way through the home: development of early braille literacy

Emergent braille literacy is the earliest phase of language development where children, from infancy, are exposed to 'direct, repeated and meaningful interactions with braille literacy materials and events' (Rex, Koenig, Wormsley, & Baker, 1995, p.10). Activities such as shared reading of tactile books, scribbling on the braille machine, joint engagement in nursery rhymes, songs and chants help infants acquire cognitive concepts and develop physical skills to engage in braille. The process leads to the early development of literacy concepts including speaking, listening,reading and writing, as a foundation for braille literacy (Drezek, 1999)

Technology-enhanced inclusive mathematics learning: promoting equity and lifelong learning opportunities for vision-impaired students

The paper investigates the dynamic relationship between technology and inclusive mathematics education for students with vision impairments. The paper examines the transformative potential of technology integration in fostering an inclusive educational environment while acknowledging the challenges that need to be addressed. The authors highlight the imperative of teacher training, data privacy, and ethical considerations in effectively integrating technology into educational practices. The evolving role of educators in facilitating meaningful and inclusive learning experiences is emphasized. A collaborative effort involving governments, educational institutions, technology developers, and the community is indispensable in pursuing inclusive education; by collectively addressing challenges, embracing technological advancements, and adhering to ethical principles, a transformative educational landscape can be cultivated

THE CROSS-SENSORY GLOBE: Co-Designing a 3D Audio-Tactile Globe Prototype for Blind and Low- Vision Users to Learn Geography

This MRP presents a co-operatively and iteratively designed 3D audio-tactile globe that enables blind and low-vision users to perceive geo-spatial information. Blind and low-vision users rely on learning aids such as 2D-tactile graphics, braille maps and 3D models to learn about geography. I employed co-design as an approach to prototype and evaluate four different iterations of a cross-sensory globe that uses 3D detachable continents to provide geo-spatial haptic information in combination with audio labels. Informed by my co-design and evaluation, I discuss cross-sensory educational aids as an alternative to visually-oriented globes. My findings reveal affordances of 3D-tactile models for conveying concrete features of the Earth (such as varying elevations of landforms) and audio labels for conveying abstract categories about the Earth (such as continent names). I highlight the advantages of longitudinal participatory design that includes the lived experiences and DIY innovations of blind and low-vision users and makers

Exploring perceptions of braille on common everyday objects

Tactile writing sometimes has an advantage over purely visually presented text. As a form of tactile text, braille might be usable for tactile writing. If braille as tactile writing is usable on everyday objects, the amount of braille in the environment would increase and people might be encouraged to learn it, simultaneously addressing the decline in braille literacy. However, sighted individuals might perceive braille nega- tively. A preliminary study was thus conducted to gauge possible negative perceptions. A number of brailled and unbrailled ceramic bowls were fabricated and distributed, with questionnaires, at a public event. The process of fabrication and the question- naire responses suggest adding braille to studio ceramics is not straightforward, but a resistance to the addition of braille to objects is not expected. The study was limited in scope and the exploration of additional techniques, development of specialized tools, and further studies involving different objects and materials are recommended

An investigation into the influence of information behaviour and use of ICT on the quality of life with people with disabilities

Includes bibliographical references.People with disabilities are frequently denied access to information and information technologies due to their impairments. Whereas physical impairment is a predominant, economic barriers are also a constraint for people with disabilities. The disability-poverty link hinders knowledge building resulting in a lack of information for everyday life leading to further economic poverty. Nevertheless, a paradox is observed whereby people with disabilities report a higher quality of life (QOL) than anticipated. This research explores the disability paradox by taking a hypothetico-deductive approach to investigate the influence of information behaviour on the quality of life of people with disabilities and the role that information and communication technology (ICT) contributes. Although the majority of participants had regular access to ICT no influence on quality of life was observed for technology. Likewise, information behaviour was not observed to influence quality of life. However, the type of information needed was associated with quality of life while associations were revealed between information behaviour, ICT, and type of information needed. Six primary type of information needs - Social Support; Independence; Finances and Employment; Attitude; Mobility; and Technology - were observed to exhibit a complex relationship with disability both influencing and being influenced by quality of life. An area of concern was identified in the observation of low demand for ethical information which is arguably one of the most needed areas both in ICT and for people with disabilities today. These findings are supported by literature which has failed to conclusively prove direct associations between ICT and QOL. Nonetheless, ICT access has been associated with information behaviour although verbal and media information sources are ranked highly. In this study, verbal communication was observed to be preferred for information sharing supporting findings that offline communication is a greater predictor of quality of life than online communication. Whilst respondents sought more information on technology they encounter barriers including economic limitations, inaccessibility of Internet content and technology, lack of training, fear of technology, and lack of knowledge of technology offerings. Furthermore, a negative perception of dependency on the technology was identified. This study supports prior observations that people with disabilities manifest higher quality of life than expected. While technology is not directly linked to improved quality of life it was shown to support factors that improve quality of life. For people with disabilities this includes assistive technologies and ICT for information gathering and sharing, however the very disability that the technology seeks to overcome may also be a barrier to its use

A competencies framework of visual impairments for enabling shared understanding in design

Existing work in Human Computer Interaction and accessibility research has long sought to investigate the experiences of people with visual impairments in order to address their needs through technology design and integrate their participation into different stages of the design process. Yet challenges remain regarding how disabilities are framed in technology design and the extent of involvement of disabled people within it. Furthermore, accessibility is often considered a specialised job and misunderstandings or assumptions about visually impaired people’s experiences and needs occur outside dedicated fields. This thesis presents an ethnomethodology-informed design critique for supporting awareness and shared understanding of visual impairments and accessibility that centres on their experiences, abilities, and participation in early-stage design. This work is rooted in an in-depth empirical investigation of the interactional competencies that people with visual impairments exhibit through their use of technology, which informs and shapes the concept of a Competencies Framework of Visual Impairments. Although past research has established stances for considering the individual abilities of disabled people and other social and relational factors in technology design, by drawing on ethnomethodology and its interest in situated competence this thesis employs an interactional perspective to investigate the practical accomplishments of visually impaired people. Thus, this thesis frames visual impairments in terms of competencies to be considered in the design process, rather than a deficiency or problem to be fixed through technology. Accordingly, this work favours supporting awareness and reflection rather than the design of particular solutions, which are also strongly needed for advancing accessible design at large. This PhD thesis comprises two main empirical studies branched into three different investigations. The first and second investigations are based on a four-month ethnographic study with visually impaired participants examining their everyday technology practices. The third investigation comprises the design and implementation of a workshop study developed to include people with and without visual impairments in collaborative reflections about technology and accessibility. As such, each investigation informed the ones that followed, revisiting and refining concepts and design materials throughout the thesis. Although ethnomethodology is the overarching approach running through this PhD project, each investigation has a different focus of enquiry: • The first is focused on analysing participants’ technology practices and unearthing the interactional competencies enabling them. • The second is focused on analysing technology demonstrations, which were a pervasive phenomenon recorded during fieldwork, and the work of demonstrating as exhibited by visually impaired participants. • Lastly, the third investigation defines a workshop approach employing video demonstrations and a deck of reflective design cards as building blocks for enabling shared understanding among people with and without visual impairments from different technology backgrounds; that is, users, technologists, designers, and researchers. Overall, this thesis makes several contributions to audiences within and outside academia, such as the detailed accounts of some of the main technology practices of people with visual impairments and the methodological analysis of demonstrations in empirical Human Computer Interaction and accessibility research. Moreover, the main contribution lies in the conceptualisation of a Competencies Framework of Visual Impairments from the empirical analysis of interactional competencies and their practical exhibition through demonstrations, as well as the creation and use of a deck of cards that encapsulates the competencies and external elements involved in the everyday interactional accomplishments of people with visual impairments. All these contributions are lastly brought together in the implementation of the workshop approach that enabled participants to interact with and learn from each other. Thus, this thesis builds upon and advances contemporary strands of work in Human Computer Interaction that call for re-orienting how visual impairments and, overall, disabilities are framed in technology design, and ultimately for re-shaping the design practice itself

A competencies framework of visual impairments for enabling shared understanding in design

Existing work in Human Computer Interaction and accessibility research has long sought to investigate the experiences of people with visual impairments in order to address their needs through technology design and integrate their participation into different stages of the design process. Yet challenges remain regarding how disabilities are framed in technology design and the extent of involvement of disabled people within it. Furthermore, accessibility is often considered a specialised job and misunderstandings or assumptions about visually impaired people’s experiences and needs occur outside dedicated fields. This thesis presents an ethnomethodology-informed design critique for supporting awareness and shared understanding of visual impairments and accessibility that centres on their experiences, abilities, and participation in early-stage design. This work is rooted in an in-depth empirical investigation of the interactional competencies that people with visual impairments exhibit through their use of technology, which informs and shapes the concept of a Competencies Framework of Visual Impairments. Although past research has established stances for considering the individual abilities of disabled people and other social and relational factors in technology design, by drawing on ethnomethodology and its interest in situated competence this thesis employs an interactional perspective to investigate the practical accomplishments of visually impaired people. Thus, this thesis frames visual impairments in terms of competencies to be considered in the design process, rather than a deficiency or problem to be fixed through technology. Accordingly, this work favours supporting awareness and reflection rather than the design of particular solutions, which are also strongly needed for advancing accessible design at large. This PhD thesis comprises two main empirical studies branched into three different investigations. The first and second investigations are based on a four-month ethnographic study with visually impaired participants examining their everyday technology practices. The third investigation comprises the design and implementation of a workshop study developed to include people with and without visual impairments in collaborative reflections about technology and accessibility. As such, each investigation informed the ones that followed, revisiting and refining concepts and design materials throughout the thesis. Although ethnomethodology is the overarching approach running through this PhD project, each investigation has a different focus of enquiry: • The first is focused on analysing participants’ technology practices and unearthing the interactional competencies enabling them. • The second is focused on analysing technology demonstrations, which were a pervasive phenomenon recorded during fieldwork, and the work of demonstrating as exhibited by visually impaired participants. • Lastly, the third investigation defines a workshop approach employing video demonstrations and a deck of reflective design cards as building blocks for enabling shared understanding among people with and without visual impairments from different technology backgrounds; that is, users, technologists, designers, and researchers. Overall, this thesis makes several contributions to audiences within and outside academia, such as the detailed accounts of some of the main technology practices of people with visual impairments and the methodological analysis of demonstrations in empirical Human Computer Interaction and accessibility research. Moreover, the main contribution lies in the conceptualisation of a Competencies Framework of Visual Impairments from the empirical analysis of interactional competencies and their practical exhibition through demonstrations, as well as the creation and use of a deck of cards that encapsulates the competencies and external elements involved in the everyday interactional accomplishments of people with visual impairments. All these contributions are lastly brought together in the implementation of the workshop approach that enabled participants to interact with and learn from each other. Thus, this thesis builds upon and advances contemporary strands of work in Human Computer Interaction that call for re-orienting how visual impairments and, overall, disabilities are framed in technology design, and ultimately for re-shaping the design practice itself