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Scherer M.J.,Institute for Matching Person and Technology | Craddock G.,Center for Excellence in Universal Design | Mackeogh T.,Inclusive Learning through Technology Project
Disability and Rehabilitation | Year: 2011

Purpose. To describe a measure and its performance specific to the relationship of personal factors and subjective well-being (SWB) to the use of assistive technology devices (ATDs). The primary hypothesis is that responses to a 33-item personal factors scale and a 12-item SWB scale are good indicators of an individual's predisposition for using, and subsequent match with, a given ATD. Methods. Data analyses from a number of studies using the 33-item personal factors and the 12-item SWB scales of the Assistive Technology Device Predisposition Assessment with persons of various ages and types of disabilities. Results. Regardless of type of disability or age of respondent, the ATD PA personal factors and the SWB scales identified important differences in predispositions to use an ATD as well as the subsequent quality of the match of person and device. Conclusions. A quantifiable relationship exists between the ATD PA's measure of personal factors and the SWB such that it is possible to characterise an individual's predisposition to use a particular ATD. Results also show that the scales are predictive of the quality of the ATD and user match at follow-up. Rehabilitation practitioners who use the ATD PA may achieve enhanced assistive technology service delivery outcomes by using this evidence-based measure. © 2011 Informa UK, Ltd.

Rice D.,Center for Excellence in Universal Design | Craddock G.,Center for Excellence in Universal Design | O'Ferrall E.,National Standards Authority of Ireland IE | Schmidt-Belz B.,Fraunhofer Institute for Applied Information Technology
Assistive Technology Research Series | Year: 2011

Objective The paper summarizes activities carried out in the development of the CEN Workshop Agreement CWA 16266 "Curriculum for Training ICT Professionals in Universal Design" was published by CEN in April 2011. Based on previous work from the DfA@eInclusion project, the guidelines specify and recommend a curriculum for training ICT professionals in Universal Design. Main Content The process of initiating and developing a CWA are outlined. The final content of the standard is summarized. A survey of the Expert Committee members who oversaw its development on their views of the suitability of using a standards vehicle such as a CEN Workshop Agreement is also presented. Results The CWA process developed a high quality standards document that was consulted on widely with a wide range of stakeholders. The survey results showed that most respondents from the Expert Committee were very positively disposed towards the CWA. However significant reservations were expressed about barriers to participation in the CWA process in terms of the resources required. Conclusions The CWA 16266 "Curriculum for Training ICT Professionals in Universal Design" is expected to make a significant contribution to meeting the training needs of enabling training of ICT professionals in the Universal Design process. While the overall view expressed in the survey by the Expert Committee members of the CWA development process was very positive, some significant challenges persist for the participation of end users and disabled persons organizations in the standardization process. © 2011 The authors and IOS Press. All rights reserved.

O. Shea E.C.,Trinity College Dublin | Pavia S.,Trinity College Dublin | Dyer M.,Trinity College Dublin | Craddock G.,Center for Excellence in Universal Design | Murphy N.,Center for Excellence in Universal Design
Disability and Rehabilitation: Assistive Technology | Year: 2016

Purpose: Universal design (UD) provides an explanation of good design based on the user perspective, which are outlined through its principles, goals, and related frameworks. The aim of this paper is to provide an overview of the frameworks and methods for UD building evaluations and to describe how close they have come to describing what a universally designed building is. Methods: Evaluation approaches are reviewed from the existing literature across a number of spatial disciplines, including UD, human geography and urban studies. Results: Four categories of UD evaluation methods are outlined, including (1) checklist evaluations, (2) value-driven evaluations, (3) holistic evaluations, and (4) invisible evaluations. Conclusions: A number of suggestions are made to aid research aimed at developing UD evaluation in buildings. (1) Design standards and guidelines should be contested or validated where possible; (2) evaluation criteria should be contextual; (3) it may be more practical to have separate methodologies for contextualising UD to allow for the creation of an evaluating tool that is practical in use. Additionally, there is a difficulty in establishing a clear basis for evaluating how empathetic buildings are without expanding the methodological horizons of UD evaluation.Implications for RehabilitationFor universal design (UD) evaluation to address human need requires methods that are culturally, temporally, and typologically specific.Practical instruments for measuring UD need to be divorced from but contingent upon methods than can address local specificities.The process of evaluation can provide knowledge that can contest or validate the literature based sources such as design guidelines, or standards.UD evaluation requires constant renewal by searching for new, flexible strategies that can respond to socio-cultural change. © 2014 Informa UK Ltd.

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