Using Biometrics to Support Affective eLearning for Users with Special Needs

Digital inclusion and Web accessibility are integral parts of modern culture and, as such, have implications for social accountability. The World Wide Web Consortium (W3C) has suggested standards and guidelines regarding the inclusion of people with special needs, with an emphasis on higher accessibility and adaptability as the main goal of Web design. The user interface is the place where users can interact with the information by using their minds. Users with special needs can acquire information by using a human centered user interface. This article highlights the need to investigate the relationship between cognition and user interface.

Download Full-text

Inclusion of Users with Special Needs in the Human-Centered Design of a Web-Portal

International Journal of People-Oriented Programming ◽

10.4018/ijpop.2017010101 ◽

2017 ◽

Vol 6 (1) ◽

pp. 1-18

Author(s):

Renate Motschnig ◽

Dominik Hagelkruys

Keyword(s):

Special Needs ◽

Design Process ◽

End Users ◽

Design Team ◽

Web Portal ◽

Primary Research ◽

Human Centered Design ◽

Insight Into ◽

Users With Special Needs

Human-Centered Design focuses on the analysis, specification and involvement of a product's end users as driving elements in the design process. The primary research objective of the case-study presented in this paper is to illustrate that it is essential to include users with special needs into all major steps of designing a web-portal that provides services to these special users. But how can this be accomplished in the case of users with special cognitive and affective needs? Would the “classical” Human-Centered Design Process (HCD) be sufficient or would it need to be adapted and complemented with special procedures and tools? In this paper the design team shares the strategies they adopted and the experiences they gained by including users with dyslexia in the design of the LITERACY Web-Portal. Besides providing insight into the special effort and steps needed to adapt HCD for users with special needs, the paper encourages application designers to include end-users even though - or particularly because - they have needs that are special and critical for the adoption of the product.

Download Full-text

Assessment, Insight and Awareness in Design for Users with Special Needs

Designing a More Inclusive World ◽

10.1007/978-0-85729-372-5_6 ◽

2004 ◽

pp. 49-58 ◽

Cited By ~ 3

Author(s):

R. Adams ◽

P. M. Langdon

Keyword(s):

Special Needs ◽

Users With Special Needs

Download Full-text

Contribution of Biosensors to Enhancing Performance for Users with Special Needs

Foundations of Augmented Cognition. Advancing Human Performance and Decision-Making through Adaptive Systems - Lecture Notes in Computer Science ◽

10.1007/978-3-319-07527-3_29 ◽

2014 ◽

pp. 305-314

Author(s):

Thanh Truc T. Nguyen ◽

Martha E. Crosby ◽

Marie Iding ◽

Neil G. Scott

Keyword(s):

Special Needs ◽

Users With Special Needs

Download Full-text

University libraries: The role of an accessible campus on the inclusion of users with special needs

Transinformação ◽

10.1590/2318-0889201931e180029 ◽

2019 ◽

Vol 31 ◽

Author(s):

Isabel Cristina dos Santos DINIZ ◽

Ana Margarida ALMEIDA ◽

Cassia Cordeiro FURTADO

Keyword(s):

Special Needs ◽

Library Directors ◽

University Libraries ◽

Online Questionnaire ◽

Students With Special Needs ◽

Ongoing Research ◽

Future Scenario ◽

Accessibility Issues ◽

Users With Special Needs

Abstract The purpose of this paper is to present preliminary results of an ongoing research that seeks to diagnose inclusive practices in Brazilian and Portuguese university libraries, particularly in what concerns to the role of an accessible campus on the inclusion of users with special needs. The results were collected through an online questionnaire applied to 87 library directors (54 Brazilian and 33 Portuguese). Fifty valid answers were collected (28 Brazilian and 22 Portuguese).The results allowed to identify accessibility issues, namely in what regards to the access to the campus and to the lack of teams of librarians with specific skills to aid and assist these users. We conclude that many of these libraries are integrated in campuses without accessible infrastructure, and therefore, are not able to promote the inclusion of the students with special needs. Respondents say they are aware of their limitations and weaknesses when facing this challenge and show openness to change their practices and attitudes towards a new future scenario in which they could build solutions to improve the accessibility and inclusion in these libraries.

Download Full-text