A systematic examination of universal design resources: part 1, heuristic evaluation

2007 ◽  
Vol 7 (1-2) ◽  
pp. 31-54 ◽  
Author(s):  
Chris M. Law ◽  
Ji Soo Yi ◽  
Young Sang Choi ◽  
Julie A. Jacko
2010 ◽  
Vol 9 (4) ◽  
pp. 327-335 ◽  
Author(s):  
Chris M. Law ◽  
Paul T. Jaeger ◽  
Elspeth McKay

Author(s):  
Chris M. Law ◽  
Ji Soo YI ◽  
Young Sang Choi ◽  
Julie A. Jacko

FEATURE AT A GLANCE: There are numerous standards, design guidelines, and other resources that relate to the use of technology by people with disabilities. We examined whether such resources met the needs of designers based on typical design processes and design psychology. We conducted a heuristic evaluation of eight resources and then surveyed and interviewed the people who created those resources. Based on our research, we identified five unresolved problems in the creation of guidance: (1) neither the audience nor its needs are clearly defined; (2) the terminology of accessible and universal design is imprecise; (3) there is no universally accepted standard of measurement; (4) enforcement of standards is lax because of their ambiguous nature; and, finally, (5) usability of the guidance is compromised. We provide recommendations for resolving each problem.


2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.


2020 ◽  
Vol 51 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Shoko Watanabe ◽  
Sean M. Laurent

Abstract. Previous forgiveness research has mostly focused on victims’ forgiveness of transgressors, and offenders’ post-transgression efforts intended to promote victim forgiveness have been collectively branded as apology. However, decisions concerning forgiveness frequently occur outside of dyadic contexts, and the unique roles of repentance and atonement in determining forgivability of offenders, despite their preeminence in theology and law, have received little empirical attention. Across five experiments ( N = 938), we show that repentance and atonement independently influence third-party perception of forgivability for a variety of harms, even in disinterested contexts. Our findings provide a systematic examination of decisions about forgivability disentangled from direct personal involvement, demonstrating that components of apology known to facilitate forgiveness in victims also increase perceived forgivability from unharmed observers.


2012 ◽  
Author(s):  
Gail M Staines
Keyword(s):  

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