extended-abstract

Evaluating Technologies with and for Disabled Children

Authors:

Charlotte RobinsonAuthors Info & Claims

CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems

Paper No.: SIG08, Pages 1 - 6

https://doi.org/10.1145/3290607.3311757

Published: 02 May 2019 Publication History

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Abstract

Due to policies supporting the inclusion of disabled children in mainstream schools and the use of technologies to enable personalized schooling, there are broad research incentives and opportunities to design technologies for disabled children in educational contexts. A workshop at CHI 2018 with researchers and practitioners working on accessible and assistive technologies for children in educational settings raised two on-going challenges in this area: (1) Very few assistive technologies proposed in research are evaluated in context, notably because of the many practical constraints on evaluation when working with these small communities of diverse individuals; (2) The scholars turning their attention to context raise new design preoccupations, such as interdependence, for which we do not yet have a community consensus regarding the suitable approaches to evaluation. Although this workshop was conducted with researchers working with children with visual impairments, these challenges apply more widely to the field of technologies for children with disabilities in educational settings. The purpose of this SIG is to bring together researchers and practitioners to encourage the homogenization of evaluation approaches for accessible and assistive technologies in schools.

References

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Cited By

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Shaheen N(2024)Exploring Blind and Low-Vision Youth’s Digital Access Needs in School: Toward Accessible Instructional TechnologiesACM Transactions on Accessible Computing10.1145/368880517:3(1-31)Online publication date: 14-Aug-2024
https://dl.acm.org/doi/10.1145/3688805
Venn-Wycherley MKharrufa ALechelt SNicholson RHowland KAlmjally ATrory ASarangapani V(2024)The Realities of Evaluating Educational Technology in School SettingsACM Transactions on Computer-Human Interaction10.1145/363514631:2(1-33)Online publication date: 5-Feb-2024
https://dl.acm.org/doi/10.1145/3635146
Du YLubniewski KPrice LBreslin GThomson PJinadasa NSoni N(2023)“They Can't Believe They're a Tiger”: Insights from pediatric speech‐language pathologist mobile app users and app designersInternational Journal of Language & Communication Disorders10.1111/1460-6984.1289858:5(1717-1737)Online publication date: 23-May-2023
https://doi.org/10.1111/1460-6984.12898
Show More Cited By

Index Terms

Evaluating Technologies with and for Disabled Children
1. Applied computing
  1. Education
    1. Collaborative learning
2. Social and professional topics
  1. User characteristics
    1. People with disabilities

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Information & Contributors

Information

Published In

CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems

May 2019

3673 pages

ISBN:9781450359719

DOI:10.1145/3290607

General Chairs:
Stephen Brewster
University of Glasgow, Scotland, UK
,
Geraldine Fitzpatrick
TU Wien, Austria
,
Program Chairs:
Anna Cox
University College London, UK
,
Vassilis Kostakos
University of Melbourne, Australia

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 02 May 2019

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Extended-abstract

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CHI '19

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SIGCHI

CHI '19: CHI Conference on Human Factors in Computing Systems

May 4 - 9, 2019

Glasgow, Scotland Uk

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Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

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CHI '25

Sponsor:
sigchi

CHI Conference on Human Factors in Computing Systems

April 26 - May 1, 2025

Yokohama , Japan

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Cited By

View all

Shaheen N(2024)Exploring Blind and Low-Vision Youth’s Digital Access Needs in School: Toward Accessible Instructional TechnologiesACM Transactions on Accessible Computing10.1145/368880517:3(1-31)Online publication date: 14-Aug-2024
https://dl.acm.org/doi/10.1145/3688805
Venn-Wycherley MKharrufa ALechelt SNicholson RHowland KAlmjally ATrory ASarangapani V(2024)The Realities of Evaluating Educational Technology in School SettingsACM Transactions on Computer-Human Interaction10.1145/363514631:2(1-33)Online publication date: 5-Feb-2024
https://dl.acm.org/doi/10.1145/3635146
Du YLubniewski KPrice LBreslin GThomson PJinadasa NSoni N(2023)“They Can't Believe They're a Tiger”: Insights from pediatric speech‐language pathologist mobile app users and app designersInternational Journal of Language & Communication Disorders10.1111/1460-6984.1289858:5(1717-1737)Online publication date: 23-May-2023
https://doi.org/10.1111/1460-6984.12898
Nonnis ABryan-Kinns N(2021)Olly: A tangible for togethernessInternational Journal of Human-Computer Studies10.1016/j.ijhcs.2021.102647(102647)Online publication date: Apr-2021
https://doi.org/10.1016/j.ijhcs.2021.102647
Brulé ETomlinson BMetatla OJouffrais CSerrano MBernhaupt RMueller FVerweij DAndres JMcGrenere JCockburn AAvellino IGoguey ABjørn PZhao SSamson BKocielnik R(2020)Review of Quantitative Empirical Evaluations of Technology for People with Visual ImpairmentsProceedings of the 2020 CHI Conference on Human Factors in Computing Systems10.1145/3313831.3376749(1-14)Online publication date: 21-Apr-2020
https://dl.acm.org/doi/10.1145/3313831.3376749

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Recommendations

Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children

Inclusive Education Technologies: Emerging Opportunities for People with Visual Impairments

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