Changes for page Inclusive Design

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4	4	* consider disabilities already in your design process
5	5	* optimize the system for the specific user with specific needs
6	6	* for evaluation broaden the participant group: diverse, great variety
	7	+What to avoid:
	8	+* make assumptions about your users (using stereotyping, patronising attitudes and/or language, stigmatizing and incorrect terminology)
	9	+instead: ask people how they like to be referred to
	10	+* design and test with "healthy users" (only university students)
	11	+instead: involve people from target group eg. by doing a focus group/ mutual learning or design workshops, involve them from earliest stages
	12	+consider effort, that is time consuming and the specialised knowledge that the design requires.
7	7
8		-Different kind of disability grouped by their Frequency in occurrence:
	14	+Different kind of disability grouped by their frequency in occurrence:
9	9	1. Permanent: Cognitive disability
10	10	1. Temporary: Learning, drugs, distress
11	11	1. Situational: Interruption, distraction
12	12
	19	+disabilities grouped by their cause:
	20	+1. perceptual
	21	+blind, deaf, partially sighted --> use close captioning, support for screenreaders
	22	+1. motor
	23	+limited or no use of limb(s), use of mobility assistance --> provide physical accessibility (eg. no stairs)
	24	+1. cognitive
	25	+dementia, down syndrome, autism, neurodiversity --> communication needs and preferences
	26	+1. social and economic factors
	27	+money, culture, environment --> affordable design, fit in life and environment
	28	+
	29	+
13	13	Accessibility
14	14	* is related to usability
15	15	* all users should have equivalent experience
16	16	* inclusive design also beneficial to all users
17	17	* universal design
	35	+
18	18	Different kind of access:
19	19	1. direct
20	20	system is accessible without assistance
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27	27	* Affective processes (e.g., trust)
28	28	* Perceptual/ motor skills (e.g., tremor)
29	29
	48	+**Examples:**
30	30
	50	+VESSEL support
	51	+Virtual Environment to Support Societal participation Education of Low-literates
	52	+* disability/ problem:
	53	+** Low-Literates, that have problems in reading media and instructions, filling out forms, financial management, ...
	54	+** leads to shame in isolation of that person
	55	+** stagnating general development
31	31
	57	+* solution:
	58	+** personal learning environment to exercise practical situations
	59	+** Embodied Conversational Agent (ECA) that guides the learning process to improve learner's self-efficacy
	60	+** practice general situations (e.g. Citizen's office) and useful tasks (e.g. filling out forms)
	61	+** comprehensive learning support: combination of social, cognitive and effective support supports improvement of self-efficacy
	62	+ECA tries to motivate and encourage the user to do the tasks
	63	+Is understanding, when the user has difficulties
	64	+complements
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	68	+Exoskeleton design
	69	+* during the evaluation of an exoskeleton, they found out that lots of difficulties occured due to diversity:
	70	+** man <-> woman
	71	+** person sitting in wheelchair <-> healthy person
	72	+* women had pain using the exoskeleton, that men didn't have
	73	+* lessons learned: involve user form the earliest stages in your design, not only in the evaluation