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Wiki source code of Inclusive Design

Last modified by Clara Stiller on 2022/03/30 14:51
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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 * 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
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
14 Different kind of disability grouped by their frequency in occurrence:
15 1. Permanent: Cognitive disability
16 1. Temporary: Learning, drugs, distress
17 1. Situational: Interruption, distraction
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 **Accessibility**
31 * is related to usability
32 * all users should have equivalent experience
33 * inclusive design also beneficial to all users
34 * universal design
35
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
42 Inclusive design addresses:
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
48 ----
49
50 **Examples:**
51
52 VESSEL support
53 Virtual Environment to Support Societal participation Education of Low-literates
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
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
66
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
74
75
76 ----
77 Inclusive Design in the SALLe Project:
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:
79
80
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>
89
90 <td>cognitive disability
91 <ul><li>memory</li>
92 <li>orientation -> wandering</li></ul></td>
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>
95 </tr>
96
97 <tr>
98 <td>motor
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>
103 </tr>
104
105 <tr>
106 <td>slow movement and processing of environment, speech etc.</td>
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>
111 </tr>
112
113 <tr>
114 <td>difficulties in seeing: especially small things, reading screens (Varifocal glasses)</td>
115 <td><ul><li>use large images in high quality</li>
116 <li>good lightning of tablet</ul></li></td>
117 </tr>
118
119 <tr>
120 <td>difficulties in hearing: high frequencies, silent speech/ sounds</td>
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>
123 <li>good pronunciation of words</ul></li></td>
124 </tr>
125
126 {{/html}}
127
128