Interdependence as a Frame for Assistive Technology Research and Design

Bennett, Cynthia L.; Brady, Erin; Branham, Stacy M.

doi:10.1145/3234695.3236348

Cited by 220 publications

(103 citation statements)

References 46 publications

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“…Inclusive design, as complementary to participatory design, places emphasis on empowering as many people as possible, often with a focus on removing barriers for people who have physical or cognitive disabilities [32]. Inclusive approaches may involve consideration of the interdependence between researchers and stakeholders (i.e., collapsing the distinction between who is doing the research, and for whom that research is being done) [7,8]. Who are the stakeholders in a research project?…”

Section: Participatory Design Methodsmentioning

confidence: 99%

Sociotechnical Considerations for Accessible Visualization Design

Lundgard¹,

Lee²,

Satyanarayan³

2019

2019 IEEE Visualization Conference (VIS)

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Figure 1: As part of an inclusive design workshop at the Perkins School for the Blind, we created a 3D printed tactile translation of a time-series chart by William Playfair. In this paper, we show how these one-to-one translations, while based on existing best-practice guidelines for tactile graphics, can be pedagogically ineffective and incur prohibitive costs. ABSTRACTAccessibility-the process of designing for people with disabilities (PWD)-is an important but under-explored challenge in the visualization research community. Without careful attention, and if PWD are not included as equal participants throughout the process, there is a danger of perpetuating a vision-first approach to accessible design that marginalizes the lived experience of disability (e.g., by creating overly simplistic "sensory translations" that map visual to non-visual modalities in a one-to-one fashion). In this paper, we present a set of sociotechnical considerations for research in accessible visualization design, drawing on literature in disability studies, tactile information systems, and participatory methods. We identify that using state-of-the-art technologies may introduce more barriers to access than they remove, and that expectations of research novelty may not produce outcomes well-aligned with the needs of disability communities. Instead, to promote a more inclusive design process, we emphasize the importance of clearly communicating goals, following existing accessibility guidelines, and treating PWD as equal participants who are compensated for their specialized skills. To illustrate how these considerations can be applied in practice, we discuss a case study of an inclusive design workshop held in collaboration with the Perkins School for the Blind.

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Section: Participatory Design Methodsmentioning

confidence: 99%

Sociotechnical Considerations for Accessible Visualization Design

Lundgard¹,

Lee²,

Satyanarayan³

2019

2019 IEEE Visualization Conference (VIS)

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“…Instead, they intend to facilitate interdependencies among students by inviting connections and to maintain all participants as learners and contributors [3]. As such, they emphasize the participation of all students while attempting to uplift those with disabilities who have been traditionally marginalized [4].…”

Section: Promoting People With VI As Creative Agentsmentioning

confidence: 99%

Toward classroom experiences inclusive of students with disabilities

et al. 2018

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“…For example, visually impaired paddlers typically must either rely on a multi-person canoe or respond to simple audible directives (e.g., left, right, watch out) called out from a support boat-neither of which match the training conditions of sighted paddlers. In addressing these challenges, we take the interdependent approach to assistive technology design [10], with an eye towards the ways that working together on both the design and the experience of such technology could drive additional awareness and engagement across the boundaries of the sighted and blind paddler communities.…”

Section: Introductionmentioning

confidence: 99%

Design in the Public Square

Baldwin

Hirano²,

Mankoff

et al. 2019

Proc. ACM Hum.-Comput. Interact.

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From the white cane to the smartphone, technology has been an efective tool for broadening blind and low vision participation in a sighted world. In the face of this increased participation, individuals with visual impairments remain on the periphery of most sight-frst activities. In this paper, we describe a multi-month public-facing co-design engagement with an organization that supports blind and low vision outrigger paddling. Using a mixed-ability design team, we developed an inexpensive cooperative outrigger paddling system, called CoOP, that shares control between sighted and visually impaired paddlers. The results suggest that public design, a DIY (do-it-yourself) stance, and attentiveness to shared physical experiences, represent key strategies for creating assistive technologies that support shared experiences. CCS Concepts: • Human-centered computing → Accessibility theory, concepts and paradigms; Empirical studies in accessibility; Accessibility design and evaluation methods; Accessibility technologies.

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Interdependence as a Frame for Assistive Technology Research and Design

Cited by 220 publications

References 46 publications

Sociotechnical Considerations for Accessible Visualization Design

Sociotechnical Considerations for Accessible Visualization Design

Toward classroom experiences inclusive of students with disabilities

Design in the Public Square

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