Figure 1: (a) Children collaborating using multi-sensory tangibles, (b) child exploring the map using a figurative tangible, (c) Children during tactile discovery of figurative tangibles, (d) examples of multi-sensory tangibles, which can be tasted or scented.

Marginalised children are uniquely vulnerable within western societies. Conducting participatory design research with them comes with particular ethical challenges, some of which we illustrate in this paper. Through several examples across two different participatory design projects (one with autistic children, another with visually impaired children), we reflect on the often overlooked tensions on the level of micro-ethics. We argue we are often required to rely on multiple moral frames of references. We discuss issues that the immediate interaction between researchers and marginalised children in participatory projects can bring and offer an understanding of how micro-ethics manifest in these collaborations. We contribute to a theoretical exploration of ethical encounters based on empirical grounds, which can guide other researchers in their participatory endeavours. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility theory, concepts and paradigms; • Social and professional topics → Codes of ethics;

Addressing the needs of visually impaired people is of continued interest in Human Computer Interaction (HCI) research. Yet, one of the major challenges facing researchers in this field continues to be how to design adequate quantitative empirical evaluation for these users in HCI. In this paper, we analyse a corpus of 178 papers on technologies designed for people with visual impairments 1 , published since 1988, and including at least one quantitative empirical evaluation (243 evaluations in total). To inform future research in this area, we provide an overview, historic trends and a unified terminology to design and report quantitative empirical evaluations. We identify open issues and propose a set of guidelines to address them. Our analysis aims to facilitate and stimulate future research on this topic.

Engaging marginalised children, such as disabled children, in Participatory Design (PD) entails particular challenges. The processes can effect social changes by decidedly attending to their lived experience as expertise. However, involving marginalised children in research also requires maintaining a delicate balance between ensuring their right to participation as well as their protection from harm. The resulting tensions are politically charged, affected by myriads of power differences and create moral dilemmas. We present seven case studies, drawing from two participatory design research projects. They illustrate the in-situ judgements taken to address specific dilemmas and provide nuanced insights into the trade-offs required by child-led participatory design processes. Subsequently, we identify three challenges: positioning our work to the children's carers' values, protecting ourselves, and enabling the (relative) risk-taking associated with participation for children. We call for this microethical approach to be used when reporting research ethics in practice, and as a guidance for the training of researchers and practitioners.

No abstract

No abstract

This paper reports an empirical study of a multisensory map used by visually impaired primary school pupils, to study human habitats and differences between urban, suburban and rural areas using a local example. Using multimodal analysis, we propose to examine how the use of smell and taste shape pupils' engagement and the development of a non-visual knowledge of geography. Our research questions include: How do pupils try to make sense of this unusual material, in conjunction with the tactile, audio and tangible material used in this lesson? How does the special education teacher support the development of these interpretations? Multisensory material has the potential to support experiential and embodied learning: were these promises achieved? Our findings show how this multisensory map reconfigures spatial occupation and interaction dynamics, and that it has the potential to make the classroom more pervasive to pupils' social, spatial and emotional lives. In doing so, it provides opportunities for the teacher to develop citizenship education. The paper provides concrete examples of uses of smell and taste in learning activities to support engagement, and has implications for pedagogical design beyond special education.

No abstract