Wiki source code of Inclusive Design

Version 5.3 by Clara Stiller on 2022/03/30 11:53

version	line-number	content
5.2	1	Main Goal of inclusive design: make system accessible and usable to as many people as (reasonably) possible
	2	**
	3	How to achieve this:**
4.3	4	* consider disabilities already in your design process
	5	* optimize the system for the specific user with specific needs
	6	* for evaluation broaden the participant group: diverse, great variety
4.4	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.
4.3	13
4.4	14	Different kind of disability grouped by their frequency in occurrence:
4.3	15	1. Permanent: Cognitive disability
	16	1. Temporary: Learning, drugs, distress
	17	1. Situational: Interruption, distraction
	18
4.4	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
5.2	30	Accessibility
4.3	31	* is related to usability
	32	* all users should have equivalent experience
	33	* inclusive design also beneficial to all users
	34	* universal design
4.4	35
4.3	36	Different kind of access:
	37	1. direct
	38	system is accessible without assistance
	39	1. indirect
	40	system is accessible with an EXISTING assistive technology (e.f. screen readers)
	41
3.1	42	Inclusive design addresses:
4.1	43	* Social aspects (e.g., manners)
	44	* Cognitive processes (e.g., memory)
	45	* Affective processes (e.g., trust)
	46	* Perceptual/ motor skills (e.g., tremor)
	47
5.2	48	----
	49
4.5	50	Examples:
4.1	51
4.4	52	VESSEL support
5.1	53	Virtual Environment to Support Societal participation Education of Low-literates
4.5	54	* disability/ problem:
	55	** Low-Literates, that have problems in reading media and instructions, filling out forms, financial management, ...
	56	** leads to shame in isolation of that person
	57	** stagnating general development
4.6	58	* solution:
	59	** personal learning environment to exercise practical situations
	60	** Embodied Conversational Agent (ECA) that guides the learning process to improve learner's self-efficacy
	61	** practice general situations (e.g. Citizen's office) and useful tasks (e.g. filling out forms)
	62	** comprehensive learning support: combination of social, cognitive and effective support supports improvement of self-efficacy
	63	ECA tries to motivate and encourage the user to do the tasks
	64	Is understanding, when the user has difficulties
	65	complements
5.1	66
	67
4.4	68	Exoskeleton design
5.1	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
5.2	74
	75
	76	----
5.3	77	Inclusive Design in the SALLe Project:
5.2	78
5.3	79	Since our robot is made to be used by people with dementia we have to consider the following possible disabilities:
	80	* cognitive disability
	81	** memory
	82	** orientation
	83	* motor
	84	** limited endurance, strength, range of motion (due to old age)
	85	** use of mobility assistance ("Rollator")
	86	* slow movement and processing of environment, speech etc.