Inclusive Public Activities for information and Communication Technologies (IPACT)
Lead Research Organisation:
University College London
Department Name: Computer Science
Abstract
Globally, there are 1.2 billion people who have some form of disability, just 10% of these people who need assistive technologies (AT) have access to it. Disability Interaction (DIX) manifesto defines this gap in AT provision as "one of the most pressing problems facing the world at the moment" [REF]. DIX proposes openness and co-creation of AT solutions with disabled communities as a way to address the stigma and social exclusion faced by many disabled people but also to promote disability inclusion in the scientific research agenda. This project builds on the DIX manifesto by bringing disabled people as collaborators and experts within academic research and innovation through a series of public engagement and knowledge exchange activities to support inclusion of disabled people in ICT research.
The overarching goal of this project is to foster researcher-public collaborations, particularly with disabled people in ICT research and innovation. We aim to to achieve this by, (i) public outreach and engagement activities to co-design a bootcamp training including surveys, interviews, focus groups, and workshops, (ii) establishing a bootcamp training for disabled people with research, (iii) establishing a bootcamp training for non-disabled researchers on working with and for this population, (iv) a series of outreach activities to capture people's lived experiences of disability and marginalisation and sharing these stories through a documentary and podcast series. Through public engagement, we also aim to establish a national disability research and innovation panel to support the development of future research proposals for EPSRC. The panel will consist of disabled people, research experts in the area of disability innovation, and industry leaders, each contributing their experience and expertise to further the agenda for disability research and innovation.
The overarching goal of this project is to foster researcher-public collaborations, particularly with disabled people in ICT research and innovation. We aim to to achieve this by, (i) public outreach and engagement activities to co-design a bootcamp training including surveys, interviews, focus groups, and workshops, (ii) establishing a bootcamp training for disabled people with research, (iii) establishing a bootcamp training for non-disabled researchers on working with and for this population, (iv) a series of outreach activities to capture people's lived experiences of disability and marginalisation and sharing these stories through a documentary and podcast series. Through public engagement, we also aim to establish a national disability research and innovation panel to support the development of future research proposals for EPSRC. The panel will consist of disabled people, research experts in the area of disability innovation, and industry leaders, each contributing their experience and expertise to further the agenda for disability research and innovation.
Organisations
People |
ORCID iD |
| Cathy Holloway (Principal Investigator) | |
| Maryam Bandukda (Researcher) |
| Description | 1.1 WS1 Attract 1.1.1 Developing an ICT Bootcamp Curriculum We worked with a team of ICT researchers and the ICT research and innovation panellists to develop a week-long ICT Bootcamp training. The bootcamp included tutorials and practical tasks on 3D design and printing, laser cutting, physical computing and programming, artificial intelligence and machine learning, and augmented and virtual reality. The curriculum was designed to include practical activities to enhance the students' engagement, develop critical thinking and argumentation, and foster group work. The bootcamp curriculum was designed to be beginner-friendly and to include students from a diverse background and skill level. Before the bootcamp, we conducted a survey of the registrants to assess their confidence and knowledge of the ICT topics. Given that programming is covered to an extent in the primary and secondary school curriculum, the average confidence level reported was the highest (3.42) compared to physical computing, which the participants reported as having the least confidence (1.75). Based on this knowledge, we designed the curriculum to focus more on the topics in which the participants least confident and integrated programming and coding into physical computing to scaffold the learning of the new physical computing concepts and skills. Additionally, we also structured the curriculum to include three main elements; (1) tutorial, (2) instructor-led hands-on-activity, (3) Do-it-yourself activity. These elements were deliberately designed to onboard the participants to new topics, apply the new knowledge through instructor-led practical activities, and inspire them to extend this knowledge and apply their skills in diverse and personalised contexts. 1.1.2 ICT Bootcamp Cohort 1 We ran our first ICT Bootcamp, in February 2024, with a diverse group of secondary school students from east London. Overall, 14 students attended the bootcamp, of which 12 were girls from minority ethnic backgrounds. An initial survey revealed The students engaged in group workshops over a 5-day programme following the ICT Bootcamp Curriculum. We also collaborated with the Google Accessibility Discovery Centre (ADC) to demonstrate some of the most innovative and cutting-edge assistive technologies that have been developed by them. We also had the opportunity to engage in meaningful discussions about the significance of inclusive design and its impact on disability inclusion. The bootcamp was structured to promote group work, critical thinking, and argumentation. The diversity of the cohort fostered a rich exchange of ideas and experiences, which enhanced the collaborative learning environment. Observing students from different backgrounds working together to solve problems and complete projects was a testament to the unifying power of technology and education. The group activities particularly highlighted the students' ability to engage in critical thinking and develop their argumentation skills. The practical tasks, such as 3D design, printing, and laser cutting, alongside the more complex subjects like artificial intelligence and machine learning, provided the students with a hands-on approach to understanding and applying ICT concepts. Despite the success, the bootcamp presented several challenges, primarily related to varying levels of prior knowledge and learning pace among the students. To address this, future iterations of the bootcamp will include more personalized learning paths and additional support sessions for students who may require extra help. Another challenge was ensuring that the content remained accessible and engaging for all students, regardless of their background. This was partly mitigated by the initial survey and by adjusting the curriculum's pace and complexity based on ongoing feedback from the participants. The feedback from the first cohort was overwhelmingly positive, with students expressing increased confidence and interest in ICT fields. This initial success has paved the way for future bootcamps, with plans to refine the curriculum further based on feedback and to expand the reach to include more students from varied backgrounds. 1.2 WS2 Interact 1.2.1 Establishing a national disability ICT research and innovation panel We established a national disability ICT research and innovation panel to promote inclusive scientific research and innovation. An open call was circulated via GDI Hub academic and social networks to recruit the panellists. The applications received were reviewed by the project team, prioritising people from diverse backgrounds, lived experiences, and expertise. Nine panellists were recruited to join the panel. We conducted three inclusive research workshops with the panel to explore the challenges to disability inclusion in ICT, promote knowledge sharing, and develop recommendations to improve disabled people's engagement in ICT research. 1.2.2 Expanding the discussion on disability inclusion in ICT We also conducted three public webinars where the panellists were invited as speakers. The webinars aimed to engage the public in discussions around the barriers to and opportunities for disability inclusion in ICT. The webinars were attended by approx. 100 attendees globally who engaged in a broader discussion about the implications of inaccessible technologies and the need for disability-led policy and accessibility standards development. The first webinar served as an essential foundation for the series, defining what disability inclusion in ICT means in a contemporary context. It aimed to set the stage for a deeper understanding of inclusion beyond mere accessibility, emphasising the importance of empowerment and and self-determination of people with disabilities. Building on the definitions and principles established in the first webinar, the second session focused on identifying and dismantling the various barriers to disability inclusion in ICT. This critical discussion was aimed at identifying, understanding, and strategising on how to break the barriers and the change needed. The final webinar in the series aimed to move from discussion to action, focusing on how to make sustainable changes toward disability-inclusive ICT. This session sought to inspire and mobilise stakeholders to commit to long-term changes in policy, practice, and mindset. 2 Narrative Impact 1.3 Fostering Global Disability Inclusion and Participation Our ICT panel comprised lived experience experts from diverse ethnic, geographical, and professional backgrounds. Each panellist brought their unique perspective and expertise to the discussion, enriching the dialogue and ensuring a multifaceted approach to fostering disability inclusion and participation in ICT. The diversity of the panel ensured that a broad spectrum of challenges and solutions were discussed, recognising that disability inclusion cannot adopt a one-size-fits-all approach, especially when considered on a global scale. The various perspectives highlighted the different barriers and opportunities that exist across cultures, economies, and legal frameworks. 1.4 Promoting Diversity in ICT Education The ICT Bootcamp curriculum is designed to be inclusive and addresses a wide range of topics within ICT and STEM, designed to appeal to students with diverse interests and backgrounds. The programme ensures knowledge and skill development across a broad range of ICT topics through hands-on activities in a safe and supportive environment. This approach helps to break down stereotypes and promotes the participation of people with disabilities and ethnic and gender minorities in ICT and STEM. 1.5 Increased Understanding of Disability The ICT Bootcamp curriculum emphasises technology design and use for disability inclusion and innovation. By integrating these elements into the ICT Bootcamp, participants can leave with a better understanding of disability and the importance of inclusivity in technology. This knowledge can empower them to become advocates for accessibility in their future educational pursuits and professional careers, contributing to a more inclusive and accessible digital space. The bootcamp curriculum also includes guest speakers from the ICT research and innovation panel who can share valuable insights from lived experiences and professional expertise. Hearing first-hand experiences of people with disabilities and learning from professionals who work in the field of accessibility can challenge preconceptions, increase empathy, and deepen students' understanding of disability. The bootcamp also facilitates discussions and reflective learning activities to help the students reflect on the new knowledge and its impact on their perceptions of disability and application in their ICT education and future careers. |
| Exploitation Route | We are now using our digital skills curriculum for work in the AT2030 programme (www.at2030.org). It can also be used by schools and local community groups as well as in academic outreach. Our model of having disabled people as experts are now also being adopted into EPSRC grant applications within UCL's computer science department. |
| Sectors | Digital/Communication/Information Technologies (including Software) |
| URL | https://www.disabilityinnovation.com/projects/inpact |
| Description | The approach of suing a panel of dsiabled experts is nw being used for grant applications within UCL computer science. The digital skills training is being rolled out in Kenya and India. |
| First Year Of Impact | 2023 |
| Sector | Digital/Communication/Information Technologies (including Software),Education |
| Impact Types | Societal |
| Description | Blog posts written by ICT research and innovation panellists |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The ICT research and innovation panellists wrote blog posts sharing their personal experiences of living with a disability and their journey to ICT. The blog posts were shared via GDI Hub website and social media channels (Twitter, Instagram, and LinkedIn). The authors also shared the blog posts via their own social and professional networks accumulating more than 500 views globally. The wide reach of the blog posts also led to further opportunities. One of the panellists, Dr Selvakumar Ramachandran was invited to speak about his disability inclusion journey at the University of Oxford. |
| Year(s) Of Engagement Activity | 2023,2024 |
| URL | https://www.disabilityinnovation.com/blog |
| Description | Public webinars on disability inclusion in ICT |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | We hosted a public seminar series in collaboration with the ICT research and innovation panel. The webinars aimed create awareness about disability inclusion in ICT and the barriers disabled people face due to a lack of standardisation in design practices and policies to support participation of disabled people in ICT research and innovation. The webinars were attended by approx. 100 geographically diverse attendees who engaged in meaningful discussions about the positive impact of disability inclusion; responding to the question 'what does disability inclusion mean to you?', one participant said: "People with disability have a seat at the table when decisions are being made, but are also involved in representing their interests in the implementation and assessment of those decisions." |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.disabilityinnovation.com/events/disability-inclusion-in-ict-webinar-series |