6 merge requests!12Accessibility website jen summer work,!9Q access 24 sp,!8Q access 24 sp,!5Latest update from Spring 2023,!4Latest update after pmp class,!3Updated content for week 3 and week 4 (week 4 still needs work)
-**Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
-[Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600)
-[Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596)
-[Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600)
-[Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
- Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596)
- Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7)
- Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600)
**If you want to dig deeper**
-[How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
-[Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)
{% enddetails %}
...
...
@@ -204,7 +205,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{% details Class Plan %}
{: .topic} 5:30-6:00 Introduction to Accessible Evaluation
: **Slides** {% include slide.html title="Assessing Accessibility" loc="accessibility-evaluation.html" %}
: **Slides** {% include slide.html title="Assessing Accessibility" loc="evaluation.html" %}
description: Designing for ad With People with Disabilities
class: middle, center, inverse
---
background-image: url(img/people.png)
.left-column50[
# Week 4: Designing for and With People with Disabilities
{{site.classnum}}, {{site.quarter}}
]
---
name: normal
layout: true
class:
---
# Important Reminder
## This is an important reminder
## Make sure zoom is running and recording!!!
---
[//]: # (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 :)
---
# Disability Dongle
.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)
---
# Disability Dongle
- Often speculative
- Sometimes "they enact normative or curative harm upon disabled users"
- Emphasize quick fix over structural change
???
explain the jargon
---
# Who is Behind Disability Dongles?
- Award bait
- “Thank you for your feedback” and what it signals
- Whose idea and whose credit
???
Thank you for your feedback is a signal that we have no control over how our knowledge will be used; by reframing disabled expertise and critique as “feedback,” this phrase, like IKEA’s ThisAbles campaign, relegates disabled people to the role of user and subordinates disabled knowledge to the (professional) designerly imagination. It’s a disingenuous phrase, in which “thank you” is uttered to remind us that it is actually us who should be grateful.
---
# What is the alternative?
Ethical needfinding: Complicated, especially in industry settings
In my own work, I try to do the following. Can any of this translate?
1. Advocate for the inclusion of people with disabilities in higher education ad research
2. Seek out and admit students to my group who have first person experience with disability (and are also excellent researchers)
3. Work to be an ally to them and any other disabled students I encounter so that they can succeed
4. Engage with the disability community in selecting problems and disseminating my results
5. Include disabled community members who contribute strongly to my projects as authors on my papers
---
# Discussion
Break into small groups and [post your group's thoughts on Ed](https://edstem.org/us/courses/31170/discussion/2373160) about:
1. Examples of products you have encountered that are award bait rather than valuable to users (ideally disabled, but others too if you can't think of disability specific ones)
2. How should capitalist goals be balanced against the value of the ideas provided through experience design be balanced in industry settings?
---
# Focusing in on Needfinding
- Participatory Design: Emanates from design & technology field, has been specifically used in Assistive Technology & HCI research; and applied in education and healthcare settings
- Participatory research: Has a wider use in research (i.e. not specific to disability- has been used with children and older adults)
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
---
# Participatory Design
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)
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]
---
# Participatory Research in Accessibility
Aims to engage participants in the design, conduct and evaluation of research with the construction of non-hierarchical research 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]
---
# Participatory Design: Issues
Is the “right” user identified? In education s/w design studies that use PD, frequently the teacher is the only defined user, and not the learner.
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?: Rare for PD articles to have users have co-authors
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
---
---
# Participatory Research in Accessibility
Ensuring 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
.footnote[Dr Jane Seale-- School of Education, University of Southampton]
---
# Participatory Research in Accessibility
Narrative research: Life history, biography, oral history
Focus groups, interviews
Action Research
Involving interventions for change
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
.left-column50[
Finding ways to communicate
- Participant can be reliant on the non-disabled person (researcher or support worker) for access to the spoken and written word
- Can be a tendency for support workers to speak on behalf of the person with a
disability
]
.right-column50[
Gaining informed consent
- In order to gain informed consent, people with disabilities need to understand what research is
- Accessible information
Negotiating access
- Professional gatekeepers can be “difficult”
- Perceptions that people with disabilities can have of researchers as “just another professional, conducting professional surveillance”
]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
Role of non-disabled researcher
- Ensuring integrity of “accounts” gained through narrative life history methods
- Finding ways to support people with disabilities to become researchers in their own capacity
- Non-disabled researchers need training if they are to work in PR and take on a support role
- Skills of the researcher in PR can be played down (Walmsley 2004)
Accountability and ownership
- Non disabled researcher remains accountable to the funder- who owns the research agenda?
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
Participation versus Emancipation
- Emancipatory research
- Non-disabled researcher is accountable to the people 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)
- Brings about a change, emancipation
- Participatory research
- A useful compromise, a step towards ER (Chappell, 2000)
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Concerns to Address
Understanding and meanings
Motivations for participation
Rewards for participation
Recruitment
Gate-keepers
The nature of participation
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Motivations for Participation
Over-whelming desire to do something that could benefit others
Adds to the feeling of responsibility that the researchers have, to deliver on this expectation
---
# Methodological Notes
.red[@Kelly do you want to add anything here from Anticipate and Adjust]
---
# Take Home Points
Think about universal design principles – helps all users, not just disabled
Technology can help provide access and control of computer
Technology can also help people function better in everyday world
Solutions include wide range of physical and software solutions
- Including people with disabilities in data collection in general
- Running an inclusive summative study
---
# Summative User Testing
Participatory Design & Research
So you have an app and you think it's accessible. How do you check that?
Lab Testing (often must take place in the home). Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibility/testing/); [Anticipate and Adjust](https://a11ykelly.medium.com/anticipate-and-adjust-cultivating-access-in-human-centered-methods-1e46c6845e34)
.quote[Summative evaluations describe how well a design performs, often compared to a benchmark such as a prior version of the design or a competitor. Unlike formative evaluations, whose goals is to inform the design process, summative evaluations involve getting the big picture and assessing the overall experience of a finished product. Summative evaluations occur less frequently than formative evaluations, usually right before or right after a redesign.] - Nielsen Norman Group
---
# Summative User Testing
Little details matter
- How will you find participants?
- How much do you know about the group your are targeting and what to expect from/of them?
- How will you communicate?
- Can you duplicate the custom hardware/software they use, or must you go to them?
- Do they have hardware you need (e.g. working monitor?)
Why are we talking about them first?
- Many of the apps we deploy are designed for people in general
- Disabled people need to be able to use those apps too
- Summative testing is the gold standard in assessing accessibility
Of course the entire design process *should not just include majority class people* and much of this presentation applies to formative testing took
We'll also cover that later today when we talk about designing apps *for* and *with* people with disabilities
---
# Summative User Testing
...
...
@@ -55,6 +58,20 @@ Best Practices
- Don’t rely on useless cues (audio/visual) to convey encouragement
- Monitor participant fatigue carefully
---
# *Accessible* Summative User Testing
.red[@Kelly good place to take over/integrate anticipate and adjust slides... use a case study; and set them up for the alexa exercese]
Lab Testing (often must take place in the home). Best guidance: [Nielsen-Norman Group](http://www.nngroup.com/reports/accessibility/testing/); [Anticipate and Adjust](https://a11ykelly.medium.com/anticipate-and-adjust-cultivating-access-in-human-centered-methods-1e46c6845e34)
Little details matter
- How will you find participants?
- How much do you know about the group your are targeting and what to expect from/of them?
- How will you communicate?
- Can you duplicate the custom hardware/software they use, or must you go to them?
- Do they have hardware you need (e.g. working monitor?)
---
# Issues
Heterogeneous Users
...
...
@@ -82,3 +99,6 @@ Impact when users fail to complete tasks
