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.
13	13
14		-Different kind of disability grouped by their frequency in occurrence:
	8	+Different kind of disability grouped by their Frequency in occurrence:
15	15	1. Permanent: Cognitive disability
16	16	1. Temporary: Learning, drugs, distress
17	17	1. Situational: Interruption, distraction
18	18
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		-
30	30	Accessibility
31	31	* is related to usability
32	32	* all users should have equivalent experience
33	33	* inclusive design also beneficial to all users
34	34	* universal design
35		-
36	36	Different kind of access:
37	37	1. direct
38	38	system is accessible without assistance
...	...	@@ -45,29 +45,8 @@
45	45	* Affective processes (e.g., trust)
46	46	* Perceptual/ motor skills (e.g., tremor)
47	47
48		-**Examples:**
49	49
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
56	56
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
65	65
66	66
67	67
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