TO ADD: Shinohara, Bennett and Wobbrock 2016

 Shinohara, Bennett and Wobbrock (2016) refer specifically to encouraging accessibility awareness by working with users with disabilities that can help designers create more accessible technologies (Bigelow, 2012; Ludi, 2007; Newell et al, 2011; Waller, Hanson and Sloan, 2009).

Students initially assumed it was unnecessary to include accessibility.

Findings confirm that the inclusion of diverse users can indeed influence designers towards accessible solutions.

Working with both disabled and non disabled users surfaced different tensions and challenges that encouraged designers to consider accessibility as a key component of all designs, not just a speciality, guidance fulfilment or after thought. The tensions were about designing for one group or the other rather than considering a feasible design for all and encouraged students to re-assess the need for accessible design and how small changes in placement, sizing and labelling can modify the overall effectiveness and usability for a broader range of people.

Working with disabled people exposed students ignorance of disability initially expressing discomfort and self-consciousness prior to meeting people with disabilities. These they found were grounded in ignorance. By working with disabled users students became quickly aware of the implications of inaccessibility and more time with diverse people was deemed beneficial and misconceptions faded as students and experts developed working relationships with them as ‘expert users’.



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