The Supportive Roles of Adults in Designing with Young Deaf Children
The Supportive Roles of Adults in Designing with Young Deaf Children
复制标题
成人在聋哑儿童设计中的支持作用
DOI：
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发表时间：
2018
影响因子：
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通讯作者：
J. Korte
中科院分区：
文献类型：
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作者：
J. Korte
让用户参与新技术的研究和设计，对于受到数字排斥和缺乏文化力量的群体，如残疾人、文化少数群体和儿童，尤其重要。聋人儿童的设计处于这三个群体的交叉点，因为医学界将身体失聪定义为残疾;世界各地的聋人社区将自己的语言视为少数文化群体;而幼儿传统上缺乏与成年人互动的能力。聋儿带来了特殊的需求，能力和经验，与他们的青年，身体失聪和文化失聪的技术设计过程，使他们参与设计至关重要。他们的参与提出了一系列独特的挑战和道德考虑，包括同意和行为管理问题。成人参与支持性角色可以促进聋儿参与设计活动，并解决与聋儿一起设计的一些挑战。
本文介绍了一个案例研究，涉及年轻的澳大利亚聋人儿童的设计合作伙伴，与他们的家庭成员和聋人和听力教育专业人员的支持作用，提供建议的研究人员和设计师谁希望进行类似的设计活动与年轻的聋人儿童和支持的成年人。案例研究涉及一系列30分钟的设计会议与四个聋人儿童（3-5岁）。本案例研究的反思将讨论成人设计团队成员在整个设计过程中所扮演的角色，成年人作为年轻聋人儿童设计团队成员的好处和挑战，以及在设计团队中与年轻聋人儿童一起设计时需要考虑的道德问题。文章最后建议研究人员和设计师与年轻的聋人儿童和成人支持者进行设计会议，使年轻的聋人儿童设计师得到很好的支持，并有自由探索他们的喜好，愿望，要求，并有助于设计解决方案。
Involving users in the research and design of new technologies is particularly relevant for groups affected by digital exclusion and lacking in cultural power, such as people with disabilities, people from cultural minorities, and children. Design with young Deaf children lies at the intersection of these three groups, as the medical community defines physical deafness as a disability; Deaf communities around the world identify as minority cultural groups with their own languages; and young children traditionally lack power in interactions with adults. Deaf children bring particular needs, abilities and experiences related to their youth, physical deafness and cultural Deafness to the technology design process, making their involvement in design vital. Their involvement presents a unique set of challenges and ethical considerations, including matters of consent and behaviour management. Adult involvement in supportive roles can facilitate young Deaf children’s involvement in design activities and address some of the challenges of designing with Deaf children.
This article presents a case study that involved young Australian Deaf children as design partners, with their family members and Deaf and hearing education professionals in supportive roles, for the purpose of providing recommendations to researchers and designers who wish to undertake similar design activities with young Deaf children and supportive adults. The case study involved a series of 30-minute design sessions with four Deaf children (ages 3-5). Reflections on this case study will discuss the roles adult design team members took throughout the design sessions, the benefits and challenges of involving adults as members of design teams with young Deaf children, and ethical considerations to be addressed when designing with young Deaf children in design teams. The article concludes with recommendations for researchers and designers conducting design sessions with young Deaf children and adult supporters, so that young Deaf child designers are well-supported and have the freedom to explore their preferences, desires, requirements, and to contribute to design solutions.