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This study examined how to design tools that build independence with Blind or Visually Impaired (BVI) children and their families. Beyond core academics, BVI children require instruction on independent living skills, with their curriculum necessitating parent-school cooperation to support continued education at home. However, most technology for BVI children focus on academics, spatial orientation, and physical mobility. In this work, we aim to design a tool for independence that aligns with existing familial structures and activities. Through interviews and diary studies with five families, we explored development practices parents used with their BVI children, parent-teacher relationships, and how a prompting and reflection tool supported family goals. This study highlights home routines and independence skills that benefit from customized prompting, how activity prompts can encourage parents to scale back their assistance and propel independence, and how reflection builds optimism and empowers parents in the learning process. 

BACKGROUND: Natureculture (Haraway, 2003; Fuentes, 2010) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures. METHODS: At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop. FINDINGS: We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning. CONTRIBUTION: Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry. 

People with cognitive disabilities often use reminder applications on smartphones and tablets to complete everyday activities. However, these devices lack the capabilities to provide customized contextual prompts, essential to support individuals during their activities. As smart home devices, like voice assistants and “smart” appliances, become mainstream, they could support individuals with cognitive disabilities by presenting prompts and reminders in place. To understand how smart devices can expand their features to support customized prompts, we conducted remote participatory design interviews with adults with cognitive disabilities and their caregivers or parents. Participants described and designed multimodal interactive prompts to illustrate how an augmented reality-based smart display can motivate individuals to track progress and complete everyday activities. Designs included features, like avatar coaches, gameplay mechanics, and riveting animations. This paper provides novel prompting strategies and feedback techniques designed by participants and guidelines for making future smart devices more accessible. 

Not AvailablePeople with cognitive disabilities may experience challenges in consistently performing daily activities because they skip steps, struggle to track progress, or lack the motivation to complete them. These challenges are often along a range; people need assistive devices customized to their specific needs. However, existing assistive technologies, like prompting systems, lack the capabilities to customize support for diverse needs. With the advent of smart home devices, there are opportunities to design prompting systems that support diverse accessibility and motivational needs, thereby supporting the regular practice of daily activities. To understand design factors for such devices, we interviewed adults with cognitive disabilities, parents, and caregivers. Our participants described their needs for future prompting systems, including structuring tasks, supporting motivation, and introducing community support. This paper presents insights and design suggestions for context-aware assistive technologies that could help people with cognitive disabilities regularly perform everyday activities. 

Evaluating the quality of accessible image captions with human raters is difficult, as it may be difficult for a visually impaired user to know how comprehensive a caption is, whereas a sighted assistant may not know what information a user will need from a caption. To explore how image captioners and caption consumers assess caption content, we conducted a series of collaborative captioning sessions in which six pairs, consisting of a blind person and their sighted partner, worked together to discuss, create, and evaluate image captions. By making captioning a collaborative task, we were able to observe captioning strategies, to elicit questions and answers about image captions, and to explore blind users’ caption preferences. Our findings provide insight about the process of creating good captions and serve as a case study for cross-ability collaboration between blind and sighted people. 

Drones have become fixtures in commerce, safety efforts, and in homes as a leisure activity. Researchers have started to explore how drones can support people with disabilities in piloting and serve as assistive devices. Our work focuses on people with vision impairment and investigates what motivates them to fly drones. We administered a survey to visually impaired adults that gauged general interest in drone piloting and previous experience with drones. From the 59 survey responses, we interviewed 13 participants to elaborate on how they envision using drones and how different feedback and modes of piloting can make the flying experience more accessible. We found that our participants had overarching interests in aviation, trying new technology, environment exploration, and finding collaborative activities to do with their sighted family members, which extended to an interest in piloting drones. This research helps lay groundwork for design scenarios and accessible features for future drones. 

Many images on the Web, including photographs and artistic images, feature spatial relationships between objects that are inaccessible to someone who is blind or visually impaired even when a text description is provided. While some tools exist to manually create accessible image descriptions, this work is time consuming and requires specialized tools. We introduce an approach that automatically creates spatially registered image labels based on how a sighted person naturally interacts with the image. Our system collects behavioral data from sighted viewers of an image, specifically eye gaze data and spoken descriptions, and uses them to generate a spatially indexed accessible image that can then be explored using an audio-based touch screen application. We describe our approach to assigning text labels to locations in an image based on eye gaze. We then report on two formative studies with blind users testing EyeDescribe. Our approach resulted in correct labels for all objects in our image set. Participants were able to better recall the location of objects when given both object labels and spatial locations. This approach provides a new method for creating accessible images with minimum required effort.