Lessons from Expert Focus Groups on how to Better Support Adults with Mild Intellectual Disabilities to Engage in Co-Design

Citation

Colin Gibson R, D Dunlop M & Bouamrane M (2020) Lessons from Expert Focus Groups on how to Better Support Adults with Mild Intellectual Disabilities to Engage in Co-Design. In: Guerreiro T, Nicolau H & Moffatt K (eds.) ASSETS '20: Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility. New York: ACM, pp. 1 - 12. https://doi.org/10.1145/3373625.3417008

Abstract
Co-design techniques generally rely upon higher-order cognitive skills, such as abstraction and creativity, meaning they may be inaccessible to people with intellectual disabilities (ID). Consequently, investigators must adjust the methods employed throughout their studies to ensure the complex needs of people with ID are appropriately catered to. Yet, there are a lack of guidelines to support researchers in this process, with previous literature often neglecting to discuss the decisions made during the development of their study protocols. We propose a new procedure to overcome this lack of support, by utilizing the knowledge of “experts” in ID to design a more accessible workshop for the target population. 12 experts across two focus groups were successful in identifying accessibility barriers throughout a set of typical early co-design activities. Recommendations to overcome these barriers are discussed along with lessons on how to better support people with ID to engage in co-design.

Keywords
ntellectual Disabilities; Co-Design; Accessibility; Alternative and Augmentative Communication