“Bursting the Assistance Bubble”: Designing Inclusive Technology with Children with Mixed Visual Abilities
“Bursting the Assistance Bubble”: Designing Inclusive Technology with Children with Mixed Visual Abilities
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“打破援助泡沫”：为具有混合视觉能力的儿童设计包容性技术
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Clare Cullen
中科院分区：
文献类型：
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作者：
Oussama Metatla;Clare Cullen
视力障碍儿童越来越多地在主流学校而不是特殊学校接受教育。但是，关于他们在全纳教育环境中面临的挑战以及如何设计技术来克服这些挑战的知识仍然很少。我们报告的调查结果，从一个实地研究，涉及采访和观察的教育工作者和儿童/没有维斯在主流学校，其中我们确定了“教学助理泡沫”作为一个潜在的障碍，以小组学习，社会发挥和独立的流动性。我们提出的共同设计活动融合了未来研讨会，多感官工艺，虚构的调查和身体风暴的元素，表明有和没有维斯的儿童可以共同领导设计过程和探索设计空间，反映混合的视觉能力和共享的经验。我们扩展了以前的研究特征的挑战和机遇，以提高全纳教育的儿童与维斯在主流学校，在平衡援助和独立性，并反映在这种情况下，与混合能力的群体共同设计的过程和结果。
Children living with visual impairments (VIs) are increasingly educated in mainstream rather than special schools. But knowledge about the challenges they face in inclusive schooling environments and how to design technology to overcome them remains scarce. We report findings from a field study involving interviews and observations of educators and children with/without VIs in mainstream schools, in which we identified the "teaching assistant bubble" as a potential barrier to group learning, social play and independent mobility. We present co-design activities blending elements of future workshops, multisensory crafting, fictional inquiry and bodystorming, demonstrating that children with and without VIs can jointly lead design processes and explore design spaces reflective of mixed visual abilities and shared experiences. We extend previous research by characterising challenges and opportunities for improving inclusive education of children with VIs in mainstream schools, in terms of balancing assistance and independence, and reflect on the process and outcomes of co-designing with mixed-ability groups in this context.