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Scaffolding for Inclusive Co-design: Supporting People with Cognitive and Learning Disabilities

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Universal Access in Human-Computer Interaction (HCII 2024)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14697))

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Abstract

This paper presents a framework for integrating scaffolding in co-design sessions with people with cognitive and learning disabilities. While scaffolding has been recognized for enhancing participant engagement in co-design, its application lacks standardization. Our study pursues three primary objectives: (1) Present two case studies involving an Augmented Reality application and the ACCESS+ museum application, highlighting specific user needs; (2) Adapt the concept of scaffolding to support the informal learning needed to interact with technology while having an active role in co-design (3) Discuss how to revisit collaborative design to become more accessible and inclusive as to empower people with cognitive and learning disabilities. Through a methodical approach of task subdivision, prompt initiation, assessment of understanding, support through prompting and fading, and repetition if needed, our framework demonstrates how tailored scaffolding can effectively engage participants, emphasizing the importance of integrating diverse perspectives in technology development.

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Acknowledgements

We would like to thank SNSF for funding this research, ANFFAS and The Civic Museum of Natural History of Trieste for collaborating with this research, and our amazing co-designers for making this work possible.

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Correspondence to Leandro S. Guedes .

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Guedes, L.S., Zanardi, I., Mastrogiuseppe, M., Span, S., Landoni, M. (2024). Scaffolding for Inclusive Co-design: Supporting People with Cognitive and Learning Disabilities. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. HCII 2024. Lecture Notes in Computer Science, vol 14697. Springer, Cham. https://doi.org/10.1007/978-3-031-60881-0_10

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  • DOI: https://doi.org/10.1007/978-3-031-60881-0_10

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