Jane Bringolf, Author at - Page 85 of 100

Social ramps for social inclusion

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

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

“This study also found that when professor knowledge and understanding were well-received, students were less likely to self-disclose. This is consistent with research that has indicated 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 (Cole & Cawthon, 2015). 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 (Marshak et al., 2010).

Designing technology for neurodivegent 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

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

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.

Transport for All

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.

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

At last some joined up thinking. Higher education institutions have a responsibility to create inclusive learning environments. But academic articles tend to be about UD in the built environment or UD for learning, but not both. An recent paper links both UD 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.

What’s disability got to do with climate change?

Climate change is affecting everyone, but when a catastrophic event occurs some people are more at risk than others. Evacuation, temporary shelter, and access to specialist assistance pose specific problems for older people, children and people with disability. So the UN is calling on governments to listen to those who are most affected by natural disasters.

Some countries and regions have disaster plans that pay attention to vulnerable groups. But individuals rarely have plans. Many older people and people with disability are not able to evacuate as quickly as others. Accessing assistance afterwards is also a problem. As a disaster can cause disability this aspect is all the more important. This is one of the findings in Disability and Development Report which collated data from more than 100 countries. The specific section on disasters is on page 240. The situation appears to be the same in both developed and developing countries.

You can read an overview in the Pacific Standard article, The UN is calling for inclusion of people with disabilities in the climate change debate.

Safe Evacuation for All

Next time you have a fire drill take a moment to consider whether anyone could be experiencing difficulty getting out. And it is not all about mobility issues. In a real situation some people are likely to panic or experience high levels of anxiety. Fire wardens can be trained to manage these situations, but is the design of the building helpful as well? The guide, Safe Evacuation for All has some really useful information to help.

The guide is for anyone involved in planning and managing safe evacuation from buildings. This includes facilities and accommodation staff, health and safety staff, access officers, human resource professionals and others. Design professionals and fire engineers will find it useful too. The guide was developed by the National Disability Authority in Ireland. Each section is available to download separately: the guide, a risk assessment checklist and a PEEP template.

The aims of this publication are to:

- encourage anyone preparing an evacuation plan to consider the needs of people of all ages, sizes, abilities and disabilities;
- help those responsible for buildings to recognise the evacuation features relevant for people with disabilities;
- give guidance on providing safe evacuation for everyone; and
- identify good practice in providing safe evacuation for everybody.

The title of the guide is, Safe Evacuation for All.

Tourism for All Manual

Tourism is big business, but some operators are missing out. State and local governments have an interest in tourism and they can lead the way for operators. The Accessible Tourism for All Manual shows how.

The manual is a simplified version of a larger research project and this makes it easy to follow in five separate modules.

Module 1 gives a definition and context for accessible tourism. Module 2 is about accessibility chain, and Module 3 is about action and implementation.

Module 4 is about evaluation and progress, and Module 5 provides principles, tools and good practice examples.

The full title of the publication is, Accessible Tourism for All: An Opportunity Within our Reach. The research paper with greater detail is Manual on Accessible Tourism for All: Principles, Tools and Best Practices.

From the abstract:

The Manual on Accessible Tourism for All: Principles, Tools and Good Practices is intended to provide stakeholders with a useful tool to understand the needs of the tourism sector in terms of accessibility, the competitive advantages of tourism for all, and the methods for its implementation.

Best and least accessible cities for tourists

While airlines and airports are making an effort to be accessible, the same cannot be said for tourist destinations. An article on ThiisCo website reports on a new study that has evaluated Europe’s capital cities for accessibility. Luxembourg takes top spot and Chisinau, Moldova is ranked bottom with four others. London came in 11th place. It would be interesting to have the same study done in Australia. The full list is in the article, Europe’s most and least accessible capital cities ranked for disabled travellers. Here is the information on Luxembourg:

“The research highlights that the most accessible city in Europe is Luxembourg, with 18.56 percent accessible accommodation available, 33.33 percent accessible attractions, a fully accessible airport, an Access City award and an ongoing council campaign for accessibility.

The small European city won third prize at the Access City Award 2018 after it actively raised awareness of various disabilities. It reduced the stigma associated with them and coined the term “specific needs” to reframe the way people discuss disabilities.

In addition, the city overhauled its public transport system to improve accessibility for all residents and visitors.

Co-design with older adults

Finding out what older adults might want and need in their daily living experiences takes more than just asking them, especially if they have a cognitive impairment. Using creative methods, such as drawing and creating models, older people can express their needs in a tactile format. This also creates rapport with designers who can then devise better mobility, dining and leisure activities. This method is enjoyable for all participants.

The title of the article is, Participatory Design with Older Adults: Exploring the Latent Needs of Young-Old and Middle-Old in Daily Living Using a Universal Design Approach. You will need institutional access for a free read from SpringerLink.

Or ask for a free read through ResearchGate.

From the abstract:

This paper discusses co-design experiences with various stakeholders to explore latent needs of older persons in their daily living using a universal design approach. Through iterative use of creative methods, freehand sketching and physical models, older adults express their needs in a more accurate, tactile format.

Findings reveal that commonality of interest among older persons are important in building rapport among other participants. It also helps designers develop designs related to health care, mobility, dining and leisure activities.

Older adults and co-design

Older adults want the same designs as anyone else. Too often older people are gathered together under the umbrella of “the elderly”. This term assumes everyone is the same. It’s applied to people as young as 60 or 65 and every age after that. We can debate the terms but in the end, we are talking about people and design.

An article in Design Week challenges assumptions about older people and design. It reports on a study involving older people in design projects. They found older people “want what we want”. The ‘we’ in this context is young designers.

A key point is that people can live independently for longer if things are designed around their needs. In the end, age isn’t relevant. But designing inclusively is. That’s why devices designed specifically for older people are bought but often abandoned.

The title of the article is, Why age is often the “least relevant thing” when co-designing with the elderly. It’s an easy read magazine article with good points for designers.

Maximise inclusion for ageing in place

A row of red brick terraced houses where people will age in place. — An image from the report

What does ‘ageing in place’ actually mean? For some it means staying put in the family home in their later years. For others it means staying in the same community.

Researchers at the University of Manchester developed a ‘village’ model of support based on those in the US. The residents came together to identify the services that they need and how they could be better managed. Storytelling was an integral part of the data collection. Ideas were generated for supporting ageing in place at a local level.

Front cover of the report on ageing in place. — Front cover of the report

The report recounts the difficulties recruiting volunteers and participants as well as overcoming distrust of decision-makers. Access to formal and informal meeting places was also an issue.

Recommendations include building social infrastructure and strengthening organisations led by older people. The title of the report is, Community interventions to promote ‘ageing in place‘. This is a large file.

Co-designing with people living with dementia

A diagnosis of dementia used to mean staying home and being cared for. Those who work in the area of dementia are doing their best to change this view. But is the design community prepared to embrace people living with dementia? Paul Rogers reports in Co-designing with people living with dementia disruptive design interventions to break the cycle of well-formed mindsets. The co-design method has provided ways for people with dementia to continue contributing to society and have fulfilling lives.

The co-design project was to create a new tartan design. Each person with dementia directed the researcher to co-create their digital design one colour at a time.

A tartan from the research paper with orange and green colouring. Co-designing with people with dementia.

The Disrupting Dementia tartan project shows how co-design methods and tools can enable people living with dementia to make a significant contribution to society after diagnosis. Although dementia changes some aspects of a person, it does not affect their sense of self. Projects such as these not only inform designers, they also give a sense of inclusion and belonging to people with dementia.