Multisensory Participatory Design for Children with Special Educational Needs and Disabilities

Robb, Nigel; Leahy, Michael J.; Sung, Connie; Goodman, Lizbeth

doi:10.1145/3078072.3084314

Cited by 9 publications

(4 citation statements)

References 5 publications

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“…It was crucial in tailoring methods and tools based on individual ability and engagement (Guha et al 2008;Gaudion et al 2015), and appropriating the environment and interactions (Brereton et al 2015). It also ensured that the design of the process was informed by young people's motivations (Ibrahim 2018) Constantin 2019) around beneficence (Frauenberger et al 2011), empowerment (Hussain 2010;Drain et al 2018), and personal and social benefits (Robb et al 2017;Schepers et al 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, ethical considerations such as beneficence (ensuring benefits outweigh demands) is important (Frauenberger et al 2011). There is a call to explicitly address potential benefits including self-esteem, confidence, social skills and enjoyment (Robb et al 2017;Schepers et al 2018) and consider empowerment when evaluating the impact of co-design (ibid; Drain et al 2018). This aligns with the proposed three dimensions -'capability, suitability and empowerment'-for evaluating PD with children with special needs, including perceived and evidence-based benefits experienced by participants (Constantin et al 2019).…”

Section: Challenges and Approaches To Co-design With Young People With Learning Disabilitiesmentioning

confidence: 99%

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Enabling genuine participation in co-design with young people with learning disabilities

Raman

French

2021

CoDesign

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This paper shares key learnings and emerging principles on ways of enabling genuine participation from young people with learning disabilities in co-design.Reviewing previous research focusing on co-design with young people and people with learning disabilities, we highlight key gaps including -a lack of approaches engaging young people with learning disabilities throughout a codesign process; and limited examples of genuine participation focusing on lived experience and engagement in creative and conceptual decision-making. We present our work with young people with learning disabilities to design a gamebased learning tool, with a focus on the co-design process. The work illustrates a situated, tailored Participatory Design approach for engaging participants across all stages of co-design. Findings highlight the importance of contextual preparation by embedding in situ to support multi-vocal, multi-method engagement; and asset-based narratives to empower young people and support expression of voice, enabling creativity and conceptual decision-making.Synthesising key learnings and reflections, we present emerging principles underpinned by a rights-based ethos, with an emphasis on creating the right conditions and developing capacities to enable genuine participation.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges and Approaches To Co-design With Young People With Learning Disabilitiesmentioning

confidence: 99%

Enabling genuine participation in co-design with young people with learning disabilities

Raman

French

2021

CoDesign

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“…In early childhood practice, arts-based methods have brought together interests in multisensory aspects of learning, especially with infants (Shin, 2021) and children with special educational needs (e.g. Robb et al, 2017). Yet, when it comes to the design of print and digital books, the reading activity can be criticised for targeting visual and linguistic capabilities at the expense of affective responses.…”

Section: Mode-dominated Studies Of Reading For Pleasurementioning

confidence: 99%

“…Recently, critical literacy scholars have used innovative arts-based methods to study children's aesthetic choices when engaging multiple senses in reading, and the rich sensory possibilities in children's self-created stories (Kuby and Rowsell, 2017; Lemieux and Rowsell, 2020). In early childhood practice, arts-based methods have brought together interests in multisensory aspects of learning, especially with infants (Shin, 2021) and children with special educational needs (e.g. Robb et al, 2017).…”

Section: Mode-dominated Studies Of Reading For Pleasurementioning

confidence: 99%

The explanatory power of sensory reading for early childhood research: The role of hidden senses

Kucirkova

2022

Contemporary Issues in Early Childhood

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Sensory reading refers to reading that engages all six of the human senses – vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three ‘hidden’ senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print–digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.

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Participatory Technology Design for Autism and Cognitive Disabilities: A Narrative Overview of Issues and Techniques

Robb

Boyle

Politis

et al. 2021

Intelligent Systems Reference Library

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Multisensory Participatory Design for Children with Special Educational Needs and Disabilities

Cited by 9 publications

References 5 publications

Enabling genuine participation in co-design with young people with learning disabilities

Enabling genuine participation in co-design with young people with learning disabilities

The explanatory power of sensory reading for early childhood research: The role of hidden senses

Participatory Technology Design for Autism and Cognitive Disabilities: A Narrative Overview of Issues and Techniques

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