Exploring A Reporting Tool to Empower Individuals with Intellectual and Developmental Disabilities to Self-Report Abuse

Venkatasubramanian, Krishna K.; Skorinko, Jeanine; Kobeissi, Mariam; Lewis, Brittany; Jutras, Nicole; Bosma, Pauline; Mullaly, John; Kelly, Brian L.; Lloyd, Deborah; Freark, Mariah; Alterio, Nancy A.

doi:10.1145/3411764.3445150

Cited by 14 publications

(4 citation statements)

References 44 publications

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“…The third author took sufficient time to confirm that the participant had comprehended the consent form in its entirety. To do so, the third author went through a checklist similar to the one created by [42]. Each interview commenced only after obtaining a second confirmatory consent (live), accompanied by audio or video recording on the day of the interview.…”

Section: B Supplementary Information On Interview Design and Proceduresmentioning

confidence: 99%

Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

Mogavi

Zhao

Haq

et al. 2021

Proceedings of the Eighth ACM Conference on Learning @ Scale

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The emergence of the metaverse is being widely viewed as a revolutionary technology owing to a myriad of factors, particularly the potential to increase the accessibility of learning for students with disabilities. However, not much is yet known about the views and expectations of disabled students in this regard. The fact that the metaverse is still in its nascent stage exemplifies the need for such timely discourse. To bridge this important gap, we conducted a series of semi-structured interviews with 56 university students with disabilities in the United States and Hong Kong to understand their views and expectations concerning the future of metaverse-driven education. We have distilled student expectations into five thematic categories, referred to as the REEPS framework: Recognition, Empowerment, Engagement, Privacy, and Safety. Additionally, we have summarized the main design considerations in eight concise points. This paper is aimed at helping technology developers and policymakers plan ahead of time and improving the experiences of students with disabilities. CCS CONCEPTS• Human-centered computing → Accessibility; • Applied computing → Interactive learning environments.

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Section: B Supplementary Information On Interview Design and Proceduresmentioning

confidence: 99%

Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

Mogavi

Zhao

Haq

et al. 2021

Proceedings of the Eighth ACM Conference on Learning @ Scale

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“…Within the study design, it is crucial to include participants within the community for which you are designing the technology and allow them to advocate for themselves. To increase accessibility within a study, researchers should consider various elements such as visual representations during the consent process [68], visual elements during the study, and physical elements if possible [73], and adjusting the depth of questions [34]. Adding various stakeholders within the data collection process could triangulate needs or wants, and provide assistance [13,21,68].…”

Section: Technology Design With People With Idmentioning

confidence: 99%

“…To increase accessibility within a study, researchers should consider various elements such as visual representations during the consent process [68], visual elements during the study, and physical elements if possible [73], and adjusting the depth of questions [34]. Adding various stakeholders within the data collection process could triangulate needs or wants, and provide assistance [13,21,68]. Utilizing prior research provides a lens through which the results of this study are presented.…”

Section: Technology Design With People With Idmentioning

confidence: 99%

“…Augmented interfaces can provide a hands-on sensory approach to learning or practicing skills [20]. Touch surfaces, such as tablets and smartphones, can be a more intuitive interaction for some people with ID [42,45] and can support users in self-reporting abuse [68], navigating museum content [62], or assist individuals in completing job-related duties [50]. In creating accessible interfaces, various design elements should be considered.…”

Section: Assistive Technologies For People With Idmentioning

confidence: 99%

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"It Is Easy Using My Apps:" Understanding Technology Use and Needs of Adults with Down Syndrome

Johnson,

Sterling,

Mutlu

2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Figure 1: Adults with Down syndrome explaining how they use technology in their daily lives. Left: Participant A6, aged 28, talking about using voice memos on his smartphone. Left-middle: Participant A3, aged 37, talking about writing emails on his family's desktop computer. Right-middle: Participant A1, aged 37, talking about her nightly laptop time. Right: Participant A2, aged 35, talking about how he uses voice assistants to ask questions.

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ICT use and competencies of school children with intellectual disabilities in low-resource settings: the case of Ghana in sub-Saharan Africa

Bayor,

Brereton,

Sitbon

et al. 2023

Univ Access Inf Soc

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Exploring A Reporting Tool to Empower Individuals with Intellectual and Developmental Disabilities to Self-Report Abuse

Cited by 14 publications

References 44 publications

Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

"It Is Easy Using My Apps:" Understanding Technology Use and Needs of Adults with Down Syndrome

ICT use and competencies of school children with intellectual disabilities in low-resource settings: the case of Ghana in sub-Saharan Africa

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