Voice and representation engaging with the voices of children who have disabilities
Voice and representation engaging with the voices of children who have disabilities
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表达残疾儿童声音的声音和代表
DOI：
10.1145/3457881
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Ibrahim S
中科院分区：
文献类型：
--
作者：
Ibrahim S
理论无论是直接还是间接表达，作为设计研究人员，我们对存在方式的假设最终会影响行为方式。例如，考虑到沟通的主题，两个对立的观点可能分别将沟通视为以人为中心或非以人为中心。与前者结盟的研究人员可能会选择通过关注儿童在创造意义和表达自己方面的代理来研究沟通。在后一种观点中，另一位研究者可能会研究意义是如何通过人、物体和行动的分布式网络创造的。在我们自己的工作中，我们认识到权力是关系和互动的一个基本方面。因此，我们侧重于儿童如何利用他们可以利用的资源来实现其目标。在这样做的过程中，我们的目标是通过关注有严重语言和身体障碍的儿童如何用自己的方式进行沟通来推进以力量为导向的观点。实践HCI领域是跨学科的。正是这种丰富的观点，使得在CHI会议和相关场所提出的工作如此有趣。为残疾人设计有时可能受到残疾人个人经历的激励，但也可能受到跨学科从业者的专业经验的激励。我们承认，我们的专业看待方式可以极大地影响我们如何对待残疾儿童的贡献。许多从事残疾工作的HCI研究人员也曾担任教师或专职医疗人员。鉴于他们的研究通常是在学校或治疗环境中进行的，这可能会对他们和孩子们已经学会的关系角色提出挑战。出于设计研究的目的，意识到这些潜在的角色有助于调节我们自己的行为如何支持或阻碍新叙事的产生。除了减轻他们过去的角色的挑战，研究人员谁一直是从业者的优势是，他们能够认识到这些角色的动态。这可以通过允许研究人员在涉及人和技术的对话中对支持儿童代理的方式进行问题化来产生设计-例如，通过调节教师提出的问题的数量或允许具有更多开放式主题或由儿童发起的互动。
Theory. Whether directly or indirectly expressed, as design researchers, we hold assumptions about ways of being that ultimately inform ways of acting. For instance, considering the subject matter of communication, two opposing perspectives might separately treat communication as either human centered or not human centered. Researchers who align with the former might choose to study communication by focusing on the child’s agency in creating meaning and expressing themselves. In the latter perspective, another researcher might instead study how meaning is created through a distributed network of people, objects, and actions. In our own work, we recognize that power is a fundamental aspect of relationships and interactions. We therefore focused on how children used resources that were available to them for advancing their goals. In doing so, we aimed to advance a strength-oriented perspective by attending to how children with severe speech and physical impairments communicated on their own terms. Practice. The field of HCI is vastly interdisciplinary. It is this richness in perspectives that makes the work presented at the CHI conference and related venues so interesting. Design for disability can sometimes be motivated by personal experiences with disability, but also professional experiences as practitioners working across disciplines. We acknowledge that our professional ways of seeing can greatly influence how we treat the contributions of children with disabilities. Many HCI researchers working in disability have also worked as teachers or allied health professionals. Given that their research is often carried out in schools or therapy contexts, this can present challenges in the relational roles that they and the children have learned to take. For the purposes of design research, being aware of these underlying roles can be helpful in regulating how our own behaviors support or hinder the production of new narratives. Alongside the challenges of mitigating their past roles, a strength for researchers who have been practitioners is that they are able to recognize these role dynamics. This can be generative for design by allowing researchers to problematize ways of supporting children’s agency in conversations that involve people and technology—for example, by regulating the volume of questions that the teacher asks or allowing for interactions that have more open-ended topics or are child-initiated.