Author: Jane Bringolf

Double Diamond: Tool for Design

Two red squares are placed on the diagonal with one corner touching each other. The left hand square has the words Discover and Define. The right hand square has Develop and Deliver. The diamond name comes from placing the squares in a diamond shape.Design isn’t just about tangible objects, it’s also about services and processes. This is where the Double Diamond Tool for Design comes to the fore. The Design Council devised the Double Diamond as a way of graphically explaining the design process. The two diamonds represent a process of exploring an issue and then taking focused action. The key elements of this model are:

Discover. The first diamond helps people understand, rather than simply assume, what the problem is. It involves speaking to and spending time with people who are affected by the issues.
Define. The insight gathered from the discovery phase can help you to define the challenge in a different way.
Develop. The second diamond encourages people to give different answers to the clearly defined problem, seeking inspiration from elsewhere and co-designing with a range of different people.
Deliver. Delivery involves testing out different solutions at small-scale, rejecting those that will not work and improving the ones that will.

The latest iteration of the Double Diamond is available in a PDF document and is explained on the website and a video. Several different design organisations have taken this model and made it their own. 

This model now has a fifteen year history. The Design Council has much more on their website about their Double Diamond and how to use it.  

Principles for Accessibility Studies

Brightly coloured graphic figures of all sizes and colours merged together. Objects should not just be useful; they should be intrinsically meaningful both philosophically and emotionally. In his paper, Gian Maria Greco discusses the move from separate approaches based on disability to universal approaches. His Principles for Accessibility Studies are a useful take-away for designers and lead to co-design thinking. 

Greco follows on from the philosophical work of Rob Imrie and his discussions on the quest for universality. The title of the paper is, Accessibility Studies: Abuses, Misuses and the Method of Poietic Design. Greco concludes the article with a list of principles for design:

    1. The Principal of Universality: accessibility concerns all, not exclusively specific groups or individuals.
    2. The Principle of Personalisation: one size does not fit all. The design should be able to respond to the specificities of individual users.
    3. The Principle of User-centrality: design should focus on users and their specificities.
    4. The Principle of Epistemic Inclusivity: users and other stakeholders, including experts, are bearers of valuable knowledge for the design of artefacts.
    5. The Principle of Participation: design should be carried out through the active participation of the stakeholders involved.
    6. The Principle of Pro-activism: accessibility should be addressed ex-ante, not ex-post.

From the abstract

Accessibility has become increasingly discussed in a range of fields, producing a large number of new ideas, theories, and innovations that have proven to be quite fruitful. A closer look shows that different fields have experienced fundamental changes. There has been a shift from specific accounts to a universalist account of access, a shift from maker-centred to user-centred approaches, and a shift from reactive to proactive approaches.

Through these processes, accessibility has birthed new areas within those fields, that have been gradually converging to constitute the wider field of accessibility studies. The nature and position of accessibility studies has now become a central topic. This ongoing progression of conceptual clarification may bear some misunderstanding and misinterpretations along the way.

In the paper, I first briefly review the principal traits of the process of formation of accessibility studies. Then I address some possible misconceptions; and finally, introduce a first, very general sketch of poietic design, a method proper to accessibility studies.

UD and the interior design curriculum

A glass walled foyer of an office building with planter boxes and black seating.Inclusion will remain a futuristic concept if we continue to train design professionals without including UD in the curriculum. This was highlighted in a recent survey of interior design students.  It showed the majority had no idea about universal design and of those who did, most only vaguely understood it. Students who had exposure to UD were in favour of having the topic in the curriculum, while others said it would interfere with the technical nature of the course and dilute rigour. They also claimed UD would be an unnecessary addition to an already full course. The results were similar to previous studies showing UD awareness is missing in design studies. 

The first part of the paper covers the background to UD in detail and will be known to many. The second half covers the method, the results and important discussion. This paper comes from the U.A.E. where most of the universities in the region are run by either American, Canadian or British institutions. The title of the paper on ResearchGate is, Concept Awareness of Universal Design in Interior Design Program in the U.A.E.

Why your website should suit screen readers

two hands on a laptop keyboard.Previous posts have explained how screen readers work, but not the amazing things that happen to people who use them. With free screen reading software by NV Access, screen readers are now available to all who need them. This software is so successful that it’s been translated into 50 languages. This means people in developing countries can also join in everyday activities, study and get a job. The video is 12 minutes, but worth the watch because you see the value of why all websites, web pages, and document uploads should be suitable for screen readers. It’s not just about doing “good works” – it’s about expanding your employee base and customer base. Besides, our obligations under the UN Convention require it. NV Access is a charity with a great story to tell. 

 

 

Social ramps for social inclusion

Four panes of a church stained glass window depict different people needing help.Inclusion and exclusion in the social environment discussed from the perspective of the Christian Church is a novel approach. Society has social norms and if people don’t fit them they are often ignored or excluded. They ask the question, “If exclusion occurs because of social skill deficits, who has the deficits?” Is it the one who is different or the one who could accept or change their behaviour? Thinking about how we socially exclude due to notions of social ineptness, often without realising, is an important topic. The authors discuss the classic 7 Principles of Universal Design in relation to social inclusion and show how the Church could do better. 

The article is available from ResearchGate: Social Ramps: The Principles of Universal Design Applied to the Social Environment. It’s wordy and philosophical but worth a read. By Jeff McNair and Bryan McKinney.

Abstract: This article considers a next step in the application of universal design principles, that being universal social design. Using the idea of “social ramps,” we consider seven principles of universal design from a social perspective. Social skill deficits in persons with disabilities has arguably been the reason for exclusion of persons with disabilities. But if the traditions of those without disabilities leads to the exclusion of those with disabilities, then one must wonder who has the social skill deficits? This is particularly the case from a Christian perspective. This article challenges the reader on a variety of levels to reflect on social practices with an eye toward changes leading to inclusion.

 

To disclose or not to disclose

A distance view of Miami University where the study was carried out.How likely are university students to disclose their disability? The answer is related to whether the disability is visible. The concern of being stigmatised is real and is a form of exclusion. Of course, if the disability is visible then stigma is already part of the student’s life. A recent study found students with invisible disability will be less likely to make use of the institution’s accommodations for disability. However, if the teaching staff were helpful and accommodating regardless, the need for seeking institutional support was reduced. An interesting and relatively easy read for a thesis. 

The title of the thesis is “Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services“. Here are two excerpts from the discussion section.

Students with invisible disabilities were less likely to use accommodations and self-disclose their disability status to the institution. Students with visible disabilities had used accommodations more often than their peers with invisible disabilities. Research indicates that students with invisible disabilities perceive revealing one’s disability status as an important decision. That’s because it moves the person from a non-stigmatized identity to a stigmatized one.

Students who did not disclose said they felt they didn’t need accommodations because their professors were helpful and accepting of their disability without needing institutional documentation. When students do not feel supported by professors, they are more likely to advocate for their rights and self-disclose to the institution, which occurs more regularly for students with invisible disabilities.

 

Designing technology for neurodivegent users

a drawing of matchstick figures in all different colours standing in a line. Symbolising technology for neurodiverse users.Neurodivergent people already know they need to be involved the design of emerging technologies from the very beginning and throughout the process. But this isn’t always recognised by designers. A new paper supports their claims and concludes that neurodivergent users should be engaged as active participants “front and center in the research and design process”.

The ten researchers involved in the project say that Human Centred Design works better than the principles of user-centred design. You will need institutional access for a free read from SpringerLink. However, it is also available on ResearchGate.

The title of the paper is, Designing Technologies for Neurodiverse Users: Considerations from Research Practice. 

From the abstract

This paper discusses the perspectives of ten investigators experienced with design of technologies for and with neurodiverse users. Although the advances on emerging technologies improved their potential to assist users with neurodiverse needs, existing methods for participatory design, usability tests and evaluation have been created for, and validated with, able-bodied users.

User-centered design methods are not always well-suited to meet the unique needs of neurodivergent individuals. Therefore, to involve neurodiverse users iteratively in the design process, investigators need to adapt traditional methods from Human Centred Interaction to successfully conduct user studies.

Through an online questionnaire, we identified the experimental designs commonly adopted and the major problems investigators face during recruitment, data collection, analysis and design.

Based on the analysis of the investigators’ experiences, we provide nine recommendations to conduct studies with neurodivergent users, aiming at engaging them as active participants front and center in the research and design process.

Designing software with adolescents with autism

Two male adolescents sit on the kerb looking at the phones.With the right supports and understanding adolescents with autism can make a significant contribution to software design. Applications for people with differing needs is a challenge for designers. So going directly to the users and working with them is the best solution.

An Australian study did just that and found that once participants felt safe they readily engaged in the workshop activities. Participants also learned from their input and engaged with the iterative design process.

The agreed overall goal of all stakeholders was to devise a platform where adolescents with autism could interact and socialise. Designers usually start out with goals in mind, but they used an open-ended approach so that participants could explore their needs to determine their goals for the software. The outcome was a co-designed app for smartphones and smartwatches. 

While this article is about software design, the processes and learnings are relevant to other design disciplines. The article uses the term “Autism Spectrum Disorder”. However, the notion of autism being a disorder is challenged by many people with autism. The article is titled Co-designing with Adolescents with Autism Spectrum Disorder: From Ideation to Implementation.  It is open access and the researchers are based at James Cook University.

Abstract: 

Most co-design-based Autism Spectrum Disorder (ASD) research is conducted with children and does not involve the participants directly. Studies have shown that people with ASD can take on the co-designer role in early phases of the software design process.

We present a longitudinal study that investigates how adolescents with ASD participate as co-designers in an iterative software design process. In this work, we conducted seven co-design workshops with six adolescents with ASD over eight months.

The team exchanged ideas and communicated through group discussion and drawings. Our findings suggest that: (1) parents, community group and fellow participants play a pivotal role in supporting a longitudinal ASD co-design study and (2) adolescents with ASD are also able to make better design decision over an iterative software design process. These findings should be considered when engaging adolescents with ASD as co-designers in a software design process.

 

Two people, one UDL story

A silhouette of a person between two rows of books on library shelves.Two people give their perspective on inclusive (or not) education. One is a teacher, the other a student with a disability. Their opening statements provide a context for the article. They trace some of their experiences seeking to overcome barriers to inclusive education, classrooms and teaching.

The teacher’s experiences show that colleagues were, and are not, interested in inclusive education. Students with disability lack a voice and are separated into special education classes. The student story includes an action project – taking fellow students to the streets to photograph barriers to inclusion and making a case to the mayor. Both the teacher and the student conclude by saying they want to find ways of helping people with disability advocate for themselves. Clearly, no-one is listening at the moment. Bottom line: there is much academic writing about universal design for learning (UDL), but it seems policy and practice still lag far behind.

The title of the article is, A Duoethnographic Journey of Inclusion to Access.
By Ashley Cartell Johnson & Courtney Hineman of  Miami University.

See also, What’s your experience?: A duoethnographic dialogue to advance disability inclusion in medical education.

“Duoethnographic dialogue is a fruitful approach to critically examine understandings of disability with others. It represents a necessary start to work in education that seeks to advance justice. We share possible actions to take the work forward beyond dialogue and suggest that readers engage in such dialogues with others in their own contexts.”

 

Transport for All

Logo of Public Transport Victoria.The Disability Resources Centre’s report to the Victorian Government about the public transport system shows room for improvement. The key findings were related to the provision of travel information, priority seating, and parking. 

Negative public attitudes extended to harassment, abuse and even assault. Being treated with disrespect, or assisted inappropriately by transport staff was also an issue. There are 8 recommendations for the Victorian Government to consider.

The title of the 49 page report is, Transport for All. It is unlikely that the findings are only applicable to Victoria. Other states might like to take note as well. An affordable and accessible public transport system is essential for all travellers in carrying out day to day life. As respondents noted, what’s good for people with disability is also good for everyone else.

“The direct lived experience of
individuals with disabilities formed
the primary database for the project,
and analysis of the collated data
informs the findings, conclusions and
recommendations of this report.”

The report is in large text and uses a good deal of plain language. It is useful to note that the Victorian Government provided funding for this report.

The Norwegian Government also has a report on why people with disability are not using their accessible public transport. It’s more than infrastructure – as noted above.

 

UD + UDL for inclusion in education

view from the back of a university lecture theatre where students are seated listening to a lecture.At last some joined up thinking. Higher education institutions have a responsibility to create inclusive learning environments. But academic articles tend to be about universal design in the built environment or UDL, but not both. An recent paper links both universal design and UDL as the way forward for the inclusion of learners with diverse needs.

The authors share experiences and four case studies from South Africa and the United States. They cover environmental issues, professional development, barriers to inclusion and a vision for developing inclusive learning environments. The paper offers five compelling recommendations:

• Focus on the functional needs of students, staff and campus visitors and do not judge based upon labels used. Students vary greatly in the nature of their needs, even within a particular area of disability.

• Make inclusion and accessibility a campus-wide dialogue. Everyone needs to be included in identifying the needs and the solutions. It is not an endeavour for the disability units or teaching staff only.

•Build a systemic foundation using inclusive models for educational design, such as UD and UDL, applicable to facilities management, teaching faculty, support services and admission procedures.

• Leverage technology to support inclusion, rather than letting it become a barrier.

• Reach out to others for ideas and help in addressing challenges. There are many great resources and organisations that support inclusive education principles, and we recommend that higher education institutions use them.

The title of the article is, Inclusion, universal design and universal design for learning in higher education: South Africa and the United States.

Download directly from this website, or go to the journal website.