TO ADD: Wilson, 2023 and Ludi et al, 2018
Wilson (2023) teaching it with permanent, temporary and situational and design for all approach makes it relatable to real-life situations to help prompt making empathetic connections.
After exploring the literature into teaching interventions that are effective for underpinning accessibility awareness, Ludi et al (2018) conducted a study of learners on a three semester undergraduate course where a subset of learners interacted and were exposed to disabled stakeholders as part of their learning experience in addition to traditional accessibility lectures that both groups were given. They used pre and post course surveys with 95 students to examine changes in attitudes and awareness. 63 were in the non-exposed group and 32 in the exposed group. Overall all students after completing the course demonstrated a significant difference in awareness pre and post course, an indication and some validation that knowledge can be improved with an intervention. When it came to analysing the differences between the exposed and non-exposed groups those who had been exposed show significant differences in sympathy scores. They further found that interventions of first hand interactions, or increased empathy with disabled users of technology helped students go from just noticing a barrier to taking the steps to address it.
Order:
Contact with users who have disabilities
Paying people and not sustainable
Simulations, empathy labs and learning how assistive technology works.
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