Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students

Silverman, Arielle; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia Noritake; Kartin, Deborah; Molton, Ivan

doi:10.1080/09638288.2017.1292321

Cited by 21 publications

(13 citation statements)

References 34 publications

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“…Research on disability shows that in some cases disability simulation can lead to more negative views of disability through representing it as a diminished experience [14,34]. However, research has also shown that simulations can actually improve attitudes about disability when used as a positive learning activity [45]. In our case, the key for achieving this was to centre the VI pupil as experts at sharing their own experiences.…”

Section: Inclusive Co-designmentioning

confidence: 74%

Voice User Interfaces in Schools

Metatla

Oldfield

Ahmed

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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Voice user interfaces (VUIs) are increasingly popular, particularly in homes. However, little research has investigated their potential in other settings, such as schools. We investigated how VUIs could support inclusive education, particularly for pupils with visual impairments (VIs). We organised focused discussions with educators at a school, with support staff from local authorities and, through bodystorming, with a class of 27 pupils. We then ran a series of co-design workshops with participants with mixed-visual abilities to design an educational VUI application. This provided insights into challenges faced by pupils with VIs in mainstream schools, and opened a space for educators, sighted and visually impaired pupils to reflect on and design for their shared learning experiences through VUIs. We present scenarios, a design space and an example application that show novel ways of using VUIs for inclusive education. We also reflect on co-designing with mixed-visual-ability groups in this space. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility design and evaluation methods; • Applied computing → Collaborative learning.

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Section: Inclusive Co-designmentioning

confidence: 74%

Voice User Interfaces in Schools

Metatla

Oldfield

Ahmed

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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“…Decades of scholarship in rehabilitation and social psychology [ [33], [49], [67], [83], [84]], education [[18]], disability studies [ [48], [51]], and popular design blogs [ [1], [86]] caution certain types of empathy-building around disability. Scholars argue that simulations, an especially controversial empathic modeling activity, reproduce negative stereotypes and fail to highlight infrastructural and social challenges.…”

Section: Critiques: Where Empathy Goes Wrongmentioning

confidence: 99%

The Promise of Empathy

Bennett

Rosner

2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

237

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This paper examines the promise of empathy, the name commonly given to the initial phase of the human-centered design process in which designers seek to understand their intended users in order to inform technology development. By analyzing popular empathy activities aimed at understanding people with disabilities, we examine the ways empathy works to both powerfully and problematically align designers with the values of people who may use their products. Drawing on disability studies and feminist theorizing, we describe how acts of empathy building may further distance people with disabilities from the processes designers intend to draw them into. We end by reimagining empathy as guided by the lived experiences of people with disabilities who are traditionally positioned as those to be empathized.

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“…Research on disability simulation shows that in some cases it can lead to more negative views of disability through representing it as an inferior, or diminished experience, rather than as part of a broader, lived experience [23,55,68]. However, it has also been shown that with appropriate scaffolding and support, simulations can actually improve attitudes about disability when used as a positive learning activity [69]. In our case, the simulation was carried out by the SENCo who gave appropriate guidance to the children throughout.…”

Section: Adaptations From Environment and Content -mentioning

confidence: 99%

“Bursting the Assistance Bubble”

Metatla

Cullen

2018

Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

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Children living with visual impairments (VIs) are increasingly educated in mainstream rather than special schools. But knowledge about the challenges they face in inclusive schooling environments and how to design technology to overcome them remains scarce. We report findings from a field study involving interviews and observations of educators and children with/without VIs in mainstream schools, in which we identified the "teaching assistant bubble" as a potential barrier to group learning, social play and independent mobility. We present co-design activities blending elements of future workshops, multisensory crafting, fictional inquiry and bodystorming, demonstrating that children with and without VIs can jointly lead design processes and explore design spaces reflective of mixed visual abilities and shared experiences. We extend previous research by characterising challenges and opportunities for improving inclusive education of children with VIs in mainstream schools, in terms of balancing assistance and independence, and reflect on the process and outcomes of co-designing with mixed-ability groups in this context.

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Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students

Cited by 21 publications

References 34 publications

Voice User Interfaces in Schools

Voice User Interfaces in Schools

The Promise of Empathy

“Bursting the Assistance Bubble”

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