Designing for Accessibility: The Intersection of Instructional Design and Disability

Estes, Michele D.; Beverly, Cheryl L.; Castillo, Marco

doi:10.1007/978-3-030-36119-8_8

Cited by 6 publications

(3 citation statements)

References 57 publications

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“…This aspect is even more relevant whether individuals with disabilities are considered. In this case, personalization in terms of simplification is crucial to increase the control interface accessibility and inclusiveness (Loitsch et al, 2017;Estes et al, 2020). Another aspect of usability that should be present in these types of applications is the flexibility of use.…”

Section: Discussionmentioning

confidence: 99%

Smart Co-housing for People With Disabilities: A Preliminary Assessment of Caregivers’ Interaction With the DOMHO System

et al. 2021

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Millions of people with motor and cognitive disabilities face hardships in daily life due to the limited accessibility and inclusiveness of living spaces which limit their autonomy and independence. The DOMHO project deals with these fundamental issues by leveraging an innovative solution: a smart co-housing apartment. Besides, the project aims at exploiting the well know effects of co-housing on individuals’ health and well-being in combination with ambient assisted living technologies. The present study focused on the interaction of caregivers with the control application of an integrated smart system. Participants performed different tasks, fill out a questionnaire, and were interviewed. Performance and usability of the user interface, trust in technology, privacy, and attitudes towards home automation were explored. A series of guidelines for domotic technology control interfaces design was identified, and a high level of trust in these advanced tools was shown. Caregivers considered smart technologies as a work aid and a means for enhancing autonomy and life quality for users with disabilities.

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Section: Discussionmentioning

confidence: 99%

Smart Co-housing for People With Disabilities: A Preliminary Assessment of Caregivers’ Interaction With the DOMHO System

et al. 2021

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“…As an ecosystem for informal learning co-habiting with learners living' and social interaction spaces, Community can only be effective when respecting and scaffolding learners with all abilities. Compliance of accessibility guidelines situates in culture-specific communities with implementation of Universal Design for Learning (UDL) principles (Burgstahler, 2018;Estes et al, 2020). Accessibility is also accompanied by the primary concern of access, which means to lower educational cost and barriers with reliable and accessible open educational resources (OER) (Liu & Johnson, 2020).…”

Section: Picture Of Activity Theory Framework To Promote Inclusive Designmentioning

confidence: 99%

Inclusiveness in Instructional Design & Development of Informal Learning Experiences: From Cultural Lenses

Liu¹

2021

JAID

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This position paper focuses on inclusive instructional design and development of informal learning in online environments. The literature-based position is developed from the lenses of typology of culture, learning, and technology, universal design for learning, decolonization, and strength-based approaches. With the framework of Activity Theory, informal learning carries past and present, individual, and collective cultural and social meanings. These influence individual agency's fulfillment of various learning purposes with spaces and activities which instructional design and development can shape inclusively. This inclusiveness situates in understanding transformative needs of informal learning, is apprised by participatory cross-cultural research and inseparable from critiquing, selecting, and integrating with technologies.

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“…Faced with these barriers, the ULD approach (Universal Learning Design) takes on special relevance, taking into account that it allows the potential of technological resources to be used to favour diversity of access, content and communication [3,28]. On the other hand, the study by Estes, Beverly and Castillo [29], carried out by means of a bibliographic review, points out the importance of promoting collaborative approaches when designing learning experiences for students with and without disabilities.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

et al. 2020

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The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

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Designing for Accessibility: The Intersection of Instructional Design and Disability

Cited by 6 publications

References 57 publications

Smart Co-housing for People With Disabilities: A Preliminary Assessment of Caregivers’ Interaction With the DOMHO System

Smart Co-housing for People With Disabilities: A Preliminary Assessment of Caregivers’ Interaction With the DOMHO System

Inclusiveness in Instructional Design & Development of Informal Learning Experiences: From Cultural Lenses

Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

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