Projects per year
Abstract
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.
Original language | English |
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Title of host publication | Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems |
Subtitle of host publication | April 21-26, 2018, Montreal, QC, Canada |
Publisher | Association for Computing Machinery (ACM) |
Pages | 1-14 |
Number of pages | 14 |
ISBN (Print) | 9781450356206 |
DOIs | |
Publication status | Published - 21 Apr 2018 |
Event | 2018 CHI Conference on Human Factors in Computing Systems, CHI EA 2018 - Montreal, Canada Duration: 21 Apr 2018 → 26 Apr 2018 https://chi2018.acm.org |
Conference
Conference | 2018 CHI Conference on Human Factors in Computing Systems, CHI EA 2018 |
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Country/Territory | Canada |
City | Montreal |
Period | 21/04/18 → 26/04/18 |
Internet address |
Research Groups and Themes
- Engineering Education Research Group
- Bristol Interaction Group
Fingerprint
Dive into the research topics of '“Bursting the Assistance Bubble”: Designing Inclusive Technology with Children with Mixed Visual Abilities'. Together they form a unique fingerprint.Projects
- 1 Finished
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CRITICAL: Cross-modal Interactive Tools for Inclusive Learning
Metatla, O. (Principal Investigator)
1/03/16 → 31/07/21
Project: Research
Profiles
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Dr Oussama Metatla
- School of Computer Science - Associate Professor of Human Computer Interaction
Person: Academic