Together Through Play: Facilitating Inclusive Play Through Participatory Design (original) (raw)
Related papers
2012
Design and Sociology are disciplines that rarely interact, but both share significant common concerns, particularly when it comes to matters of inclusivity and “designing out” exclusion. While some of the qualitative methods used in sociology are already a common part of studying user interactions with products, this paper argues that further benefits could be achieved through closer interaction between these disciplines. Design could learn much from the moral and reflective critiques applied by sociologists to their own work to identify assumptions and prejudices, while sociology can benefit from the creative impetus and codesign principles adopted in design, particularly when it comes to working with and understanding children. The paper concludes by describing the Together Through Play project which sets out to explore the benefits of bringing together sociology and design in studying the area of inclusive play between disabled and non-disabled children.
The hierarchy of needs to inclusive design
Work (Reading, Mass.), 2012
This paper focuses Design importance in the development of effectively inclusive products based on Design Emotional approach, allowing children with disabilities to experience playing in the childhood as an instrument for social integration. The methodology used to develop this study was based on literature review, considering the following themes: emotional design, accessibility and inclusion, emotion and development of children. As a result, we propose a new level of need to model the hierarchy of needs, of Jordan ("usability", "functionality" and "pleasure"), level with the inclusion of "dignity."
Beyond the line: design for participation in the light of children’s culture
The book chapter starts with a lexicon defining the main keywords that situate the subsequent case analyse on participatory design projects and processes with children. They selected keywords are: play, ambiguity, children, collaboration and conflict. The essay builds on an analyse of Playful Rules, a participatory design project with children in a local park in Brussels (BE). It addresses the importance for engaging in serious relations with children; why it matters to involve children in discussions on public matters, and finally what designers (and adults) can learn from children’s playful and ambiguous approach as to reconfigure conventional norms, behaviour and roles. The chapter is part of the book "Hamers, D., Bueno de Mesquita, N., Vaneycken, A,. & Schoffelen, J. (red.) (2017). Trading Places: Practices of Public Participation in Art and Design Research. Barcelona: dpr-barcelona” produced during the TRADERS project (Training art and design researchers in participation for public space).
Values and Stances in Interaction Design for Children with Disabilities
2014
Designing interactive technologies for and with children with disabilities is highly complex because of the multi-faceted interplay of needs, requirements, stakeholders and goals. While most research in this area has tackled the methodological challenges of designing for this group, this workshop aims to draw attention to the tacit assumptions that fundamentally shape the outcomes, which have remained largely unexplored. The complexity of the context and the vulnerability of the target group means that researchers and designers quickly assume agency for children and unavoidably impose their own values and philosophical views about disability on the design. Starting with the definition of goals, the choice of design methods and the applied epistemology and theoretical underpinnings, fundamental decisions are driven by the values of researchers and their presumed understanding of the disabled experience. These tacit drivers, however, are hardly reflected upon or consciously available for debate to inform decisions. With this workshop we aim to fill this gap and start highlighting the significance of those assumptions for the design of interactive technologies with children with disabilities. This workshop will he held jointly with the workshop on "Including Children with Disabilities in the Design Process".
A 21 A From-Disabled-to-Able Approach to the Universal Design of Children ’ s Play Products
2007
Children spend most of their time playing when they are not asleep or at school (Hofferth and Sandberg, 2001). Play is the main business of childhood (Singer and Singer, 1977). It contributes to the cognitive, motor, and social development of children, including the development of perception, attention, memory, problem-solving skills, language, communication, creativity, logical operations, emotion regulation, self regulation, social skills, gender roles, social relationships, conflict resolution, coping with stress, and so on (Power, 2000). Musselwhite (1986) even described play as a childhood occupation. When dealing with play concepts, a higher level of play themes can more effectively activate intrinsic activity, invite spontaneous and voluntary participation, and create an element of enjoyment, the themes of play according to Brofenbrenner (1979). The use of higher level of play themes in design can also better meet the criteria of play defined by Piaget (1962) to include inter...
What we learn when designing with marginalised children
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts, 2020
Designing with marginalised children often produces detailed insights about their lives and communities. Whilst it is possible to extract methodological and artefact-centred knowledge from existing design cases, it can be difficult to utilise and build on some of the more complex and multifaceted issues that these generate, for instance, how researcher decisions inform design outcomes. In this workshop, we invite researchers to reflect on the insights design case studies with marginalized children offer to the larger Children-Computer Interaction (CCI) community. Our goals are to reflect on what kinds of insights are generated; what we as design researchers and practitioners would have wanted to know prior to undertaking such work, and; to identify ways of communicating these insights.
Working against Exclusion: Design for All as a Tool for Improving Social Participation
ATINER CONFERENCE PAPER SERIES, 2016
The designed world doesn’t suit anyone perfectly. At times, we all have problems with the spaces we live in and the products we use, which according to the dramaturgical perspective in different ways may affect our ability to play specific roles. So, disability (in a broad sense) is a common condition, and more pervasive than many people realize. Most likely, everyone will experience disability in his or her lifetime, even if only temporarily (in its physical social or cultural meaning). The environment (including society) in which we live is created for a mythical “average” group of people, but in fact this group does not exist. Every individual is unique and as a group, the human species is quite diverse. It is possible to design an environment to suit a broad range of users, (including: children, older adults, people with disabilities, people of atypical size or shape, people who are ill or injured, and people inconvenienced by circumstance). This approach is known as Universal Design (or Design for All, Inclusive Design, Accessible Design) which can be defined as the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities. Universal design respects human diversity and promotes inclusion of all people in all activities of life. The article is a presentation of the idea of Universal Design as a way of creating social participation. The theoretical analysis will be supplemented with presentation of selected solutions in universal design implemented in various countries including their socio-cultural context.
Inclusive Design: An Holistic Approach
Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2000
Inclusive design approaches aim to create products that are suitable for the non-disabled and disabled alike. Traditionally, such approaches have concentrated on creating products which, whilst fitting with the special cognitive and/or physical needs of the disabled, have also brought benefits to the non-disabled. Examples of such products include the ballpoint pen and the TV remote control. Whilst those two are excellent examples of inclusive design, it will be argued in this paper that inclusive approaches which concentrate on only the cognitive and physical aspects of disability are limited. A new paradigm for inclusive design is proposed. This paradigm is based on looking at people holistically — taking into account people's lifestyles and values. A framework for considering such issues — the four pleasures — is described. It is argued that many ‘inclusive’ designs fail through failing to reflect the diverse values and lifestyles of the disabled. Examples are given, demonstr...
11th EAD Conference Proceedings: The Value of Design Research, 2016
Involvement of children with autism in product design is very limited even though they have the potential to contribute to the design process through active participation. They are often excluded from the design process because of their impaired social and intellectual functioning and the lack of appropriate participatory tools and methods. Although reviewing the autism literature is informative regarding the general characteristics of the disorder and the observations we make may give a general idea about the behaviors and conditions of children with autism, these findings are always limited, since it is impossible to learn their thoughts and real feelings behind those actions and thoughts through these methods. However, participatory design ensures understanding them through immersing oneself in their worlds as well as empowering and emancipating them by giving the opportunity to have an impact on the design product. This brings about the need of developing appropriate tools and methods for prompting interaction and communication with children with autism. This paper, as a part of an ongoing study, presents an overview of participatory design with children with autism and a case study conducted with children with autism, their parents, and teachers in order to investigate the designers' ways of learning about the worlds of children with autism through participatory design research. The design task was reconsidering the conventional design of the trampoline, which provides relaxation and regulation of the body through repetitive movements, to develop design solutions for an improved, safer, and enjoyable bouncing activity for children with autism.