Design With the Deaf: Do Deaf Children Need Their Own Approach When Designing Technology?
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In this paper, we focus on the question of design of technology for Deaf children, and whether the needs of these children are different from their hearing counterparts in a technology design setting. We present findings from literature together with our own observations to determine if there are distinguishing characteristics for Deaf children that may influence design sessions with them. We found that Deaf children generally have reduced literacy and slower academic progress, reduced social and emotional development, reduced empathy and a level of nervousness in novel situations, delayed language development, and limited or delayed spoken language. We also found that Deaf children are active and innovative in approaching communication, have sensitive visual attention in their peripheral vision, enhanced attention to small visual changes, and a capacity for visual learning. Finally, cultural issues within the Deaf community mean that Deaf children should be free to interact on their own terms in a design situation. We suggest that these differences merit the development of a design approach specific to the needs of Deaf children.
Proceedings of the 2014 conference on Interaction design and children
Copyright ACM 2014. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in Proceeding of IDC '14 Proceedings of the 2014 conference on Interaction design and children, ISBN: 9781450322720, http://dx.doi.org/10.1145/2593968.2610464.