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title: Picking Problems --Week 7--
description: Designing for ad With People with Disabilities
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# Week 4: Designing for and With People with Disabilities
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# Important Reminder
## This is an important reminder
## Make sure zoom is running and recording!!!
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[//]: # (Outline Slide)
# Learning Goals for Today
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)
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# My approach to disability inclusion
1. Advocate for the inclusion of people with disabilities in higher education ad research
2. Seek out and support students who have first person experience with disability (and are also excellent students)
3. Work to be an ally to them so that they can succeed
4. Engage with the disability community in selecting problems and sharing results
5. Include disabled community members who contribute strongly to projects
???
In my own work, I try to do the following. Can any of this translate?
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How can we translate this into need-finding? [Ed]({{site.discussion}}/3732925)
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<!-- # What is the alternative to disability dongles? -->
<!-- .quote[Disability Dongle: A well intended elegant, yet useless solution to a problem we never knew we had. Disability Dongles are most often conceived of and created in design schools and at IDEO.] [Liz Jackson](https://twitter.com/elizejackson/status/1110629818234818570) -->
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<!-- Alternative: Ethical need-finding: Complicated, especially in industry settings -->
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# Translating to Need-finding (1/4)
Participatory Design/Research: Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings; children & older adults
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# Translating to Need-finding (2/4)
Participatory Design/Research
- Working directly with users (& other stakeholders) in the design of systems
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# Translating to Need-finding (3/4)
Participatory Design/Research
- Working directly with users (& other stakeholders) in the design of systems
- Users are actively involved in setting design goals and planning prototypes
- Contrasts with methods where user input is sought only after initial concepts and prototypes have been produced (i.e. PD is more than user-testing)
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# Translating to Need-finding (4/4)
Participatory Design/Research
- Working directly with users (& other stakeholders) in the design of systems
- Users are actively involved in setting design goals and planning prototypes
- Early and continual participation of intended users to produce better technologies that better suit the needs of users
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Methods in A11y (1/3)
- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical relations
- Participants encouraged to own the outcome by setting the goals and sharing in decisions about processes
- “Nothing about me, without me”
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Design: Issues (1/5)
Is the “right” user identified? Which stakeholders are included (e.g. student & teacher?)
- Value sensitive design is an excellent multi-stakeholder alternative
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# Participatory Design: Issues (2/5)
Is the “right” user identified? Which stakeholders are included (e.g. student & teacher?)
Changing role of user (as process progresses): Informant through to designer
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# Participatory Design: Issues (3/5)
Is the “right” user identified? Which stakeholders are included (e.g. student & teacher?)
Changing role of user (as process progresses): Informant through to designer
Nature of expertise of users: Domain expert or design expert or both?
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# Participatory Design: Issues (4/5)
Is the “right” user identified? Which stakeholders are included (e.g. student & teacher?)
Changing role of user (as process progresses): Informant through to designer
Nature of expertise of users: Domain expert or design expert or both?
Conceptions of the role of “user”: Informant, designer, coach, participant, partner, knowledge-worker; expert
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# Participatory Design: Issues (5/5)
Is the “right” user identified? Which stakeholders are included (e.g. student & teacher?)
Changing role of user (as process progresses): Informant through to designer
Nature of expertise of users: Domain expert or design expert or both?
Conceptions of the role of “user”: Informant, designer, coach, participant, partner, knowledge-worker; expert
True partnership?: Is user a co-author? A co-inventor on a patent?
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
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# Participatory Methods in A11y (2/3)
- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical relations
- Ensures research topic is one that people with disabilities consider worthy of investigation
- Asking people with disabilities to act as consultants or advisors to projects
- Provision of support, training and payment so that people with disabilities can undertake their own research
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# Participatory Methods in A11y (3/3)
- Aims to engage participants in the design, conduct and evaluation of products/research with the construction of non-hierarchical relations
- Ensures research topic is one that people with disabilities consider worthy of investigation
- Other methods
- Narrative research: Life history, biography, oral history
- Focus groups, interviews
- Action Research
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# Making participatory methods accessible
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Consider:
- Communication
- Materials
- Time
- Space
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What might differ here from summative research?
- bigger ask (more time) potentially, especially in PD vs interview
Special case: Children -- Assent versus Consent
Special case: Nonspeaking individuals
- Can be a tendency for support workers to speak on behalf of the person with a
disability
]
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# Concerns to Address (1/2)
- Disabled people can occupy any part in the design/research pipeline
- Whether disabled or not, it is important to
- Ensure integrity of “accounts” gained through narrative life history methods
- Find ways to support participants with disabilities to become researchers/designers in their own capacity
- Play down skills of the designer/researcher in PR (Walmsley 2004)
- Address power dynamics
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# Concerns to Address (2/2)
<!-- - Accountability and ownership -->
<!-- - Designer/Researcher is accountable to the funder- who owns the research agenda? -->
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- Moving toward Emancipatory design
- Emancipatory design: Brings about a change, emancipation
- Designer/Researcher is accountable to participants with disabilities. Their skills are at the disposal of the people with disabilities
- Under the control of disabled people and pursued in their interests (Mike Oliver)
- Participatory research
- A useful compromise, a step towards ER (Chappell, 2000)
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<!-- # Training the Team -->
<!-- Non-disabled researchers need training if they are to work in PR and take on a support role -->
<!-- Potential problematic motivations -->
<!-- - Over-whelming desire to do something that could benefit others -->
<!-- - Responsibility to deliver on this expectation -->
<!-- Access needs can synergize and conflict; try to plan for these when designing your studies -->
<!-- Power dynamics come into play when negotiating access needs -->
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[//]: # (Outline Slide)
# Learning Goals for Today
- Picking a direction that the disability community cares about
- How to get a first person perspective without burdening the disability community
- Running an inclusive need finding study to prove that something is (or is not) a disability dongle :)