Interaction Design for Inclusive Learning

Deryn Graham (University of Greenwich, UK), Ian Benest (University of York, UK), and Peter Nicholl (University of Ulster, UK)
Copyright: © 2010 |Pages: 40
EISBN13: 9781609602192|DOI: 10.4018/978-1-61520-751-0.ch002
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The findings for a case study on improving interaction design for teaching visually impaired students, in an inclusive learning environment, are presented. The crux of the problem is the ability to draw and understand diagrams. The cognitive issues are often underestimated with insufficient attention being given to the use of metaphors, etc. and “one size fits all solutions” are often the norm. The findings of the original seed funded project, which was conducted by three universities in the United Kingdom, have led to design criteria and to an application for a large scale project, to produce generic tools and to enable “multi-modal” teaching and learning, with connotations for the support of people with cognitive as well as physical impairments, especially relevant with respect to an increasingly ageing European population.
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