Wiki source code of Inclusive Design

Last modified by Clara Stiller on 2022/03/30 14:51

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
12.1	21	blind, deaf, partially sighted -> use close captioning, support for screenreaders
4.4	22	1. motor
12.1	23	limited or no use of limb(s), use of mobility assistance -> provide physical accessibility (eg. no stairs)
4.4	24	1. cognitive
12.1	25	dementia, down syndrome, autism, neurodiversity -> communication needs and preferences
4.4	26	1. social and economic factors
12.1	27	money, culture, environment -> affordable design, fit in life and environment
4.4	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:
6.4	78	Since our robot is made to be used by people with dementia we have to consider the following possible disabilities and find a way how to address these disabilities and make our robot accessible to PwD:
10.1	79
	80
5.5	81	{{html}}
	82
	83	<table width='100%'>
	84	<tr>
	85	<th width='50%'>possible disabilities</th>
	86	<th width='50%'>how to address these</th>
	87	</tr>
	88	<tr>
6.2	89
6.3	90	<td>cognitive disability
	91	<ul><li>memory</li>
	92	<li>orientation -> wandering</li></ul></td>
11.1	93	<td><ul><li>support aid, if PwD doesn't know the provided activity or place to go</li>
	94	<li>underline this by using appropriate music, that is connected to activity or room</td>
5.5	95	</tr>
9.1	96
	97	<tr>
6.2	98	<td>motor
6.3	99	<ul><li>limited endurance, strength, range of motion (due to old age)</li>
	100	<li>use of mobility assistance ("Rollator")</li></ul> </td>
	101	<td><ul><li>no need, since pepper is also kind of "disabled" in motion and can't handle stairs :D</li>
	102	<li>pepper can be used without motions, pressing buttons etc.</li></ul></td>
9.1	103	</tr>
	104
5.5	105	<tr>
	106	<td>slow movement and processing of environment, speech etc.</td>
6.3	107	<td><ul><li>reduce speed of peppers speech (there is a toolbar to lower the speed)</li>
	108	<li>use easy language</li>
	109	<li>underline what has been said by showing images on the tablet. Don't switch the images to fast</li>
	110	<li>wait long enough for response</li></ul></td>
9.1	111	</tr>
	112
5.5	113	<tr>
	114	<td>difficulties in seeing: especially small things, reading screens (Varifocal glasses)</td>
6.3	115	<td><ul><li>use large images in high quality</li>
	116	<li>good lightning of tablet</ul></li></td>
9.1	117	</tr>
	118
5.5	119	<tr>
	120	<td>difficulties in hearing: high frequencies, silent speech/ sounds</td>
6.4	121	<td><ul><li>slow speech</li>
	122	<li>loud (but be careful with the amplitude of music, since to loud music can be stressful)</li>
6.3	123	<li>good pronunciation of words</ul></li></td>
9.1	124	</tr>
5.5	125
9.1	126	{{/html}}
5.5	127
5.4	128
7.2	129