A Personal Tour of Cultural Heritage for Deaf Museum Visitors

Constantinou, Vaso; Loizides, Fernando; Ioannou, Andri

doi:10.1007/978-3-319-48974-2_24

Cited by 13 publications

(14 citation statements)

References 5 publications

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“…For example, all text that attendees encounter could be translated, either per page or per topic, and QR codes could be shown throughout the book and on other materials cf. [43,44]. Deaf parents could then scan the code, which would direct them to a link through which they could watch a video with the BSL translation of the page or chapter on their smartphones, tables, or PCs.…”

Section: Learning Materialsmentioning

confidence: 99%

Deaf-Accessible Parenting Classes: Insights from Deaf Parents in North Wales

Foltz

Cuffin²,

Shank

2022

Societies

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Parenting support services and programs develop and strengthen existing parenting skills. However, in the UK and despite the 2010 UK Equality Act’s provisions, these programs are generally not accessible for Deaf parents whose first and/or preferred language is British Sign Language (BSL) because the medium of instruction is typically spoken and written English. This small-scale qualitative interview study gauged North Walian Deaf parents’ needs and preferences for accessing parenting classes. A structured interview assessed a small group of North Walian Deaf parents’ language practices, their perceptions of parenting support and accessibility, and their needs and preferences when it comes to parenting classes. An additional case study of a Deaf parent’s experience of participating in an 11-week-long parenting course with an English-BSL interpreter provides further insight into how such classes can be made accessible to Deaf parents. The main interview findings were that the participants had substantially lower English skills than BSL skills, that face-to-face delivery was preferred over online BSL support, and that all materials should be made available in BSL. The case study further uncovered several small adjustments that should be made to face-to-face classes to make them accessible to Deaf parents. In conclusion, materials from already existing parenting classes should be translated into BSL, interpreters should be available, and small adjustments to face-to-face classes should be made, so that Deaf parents can access and participate in already existing parenting programs.

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Section: Learning Materialsmentioning

confidence: 99%

Deaf-Accessible Parenting Classes: Insights from Deaf Parents in North Wales

Foltz

Cuffin²,

Shank

2022

Societies

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“…blind, low sighted people and deaf) the main barriers are the access to information and communication (e.g. inability to access visual or audio information, difficulties in mobility in unfamiliar environments) (Constantinou et al, 2016;Devile & Kastenholz, 2018;Hersh, 2016;Small, 2015;Zajadacz, 2014). People with intellectual disabilities have difficulties in problem-solving and adaptive behaviour, which require adaptations in information and communication (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of social organisations in the promotion of recreation and tourism activities for people with special needs

Carneiro¹,

Alves²,

Eusébio³

et al. 2021

EJTR

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Although leisure and tourism are recognised as rights for all people, many people with special needs (PwSN) still have very limited opportunities for participating in these activities. Social organisations (SO) are potential mediators between the tourism industry and this market, especially for reducing barriers to participation. However, there is a lack of research on the role these organisations perform as facilitators of access to leisure and tourism. This paper aims to identify the difficulties faced and strategies adopted by SO when developing recreation and tourism activities, as well as the benefits of these activities for PwSN. A qualitative approach was adopted, namely semi-structured interviews with representatives of Portuguese SO working with PwSN. The findings highlight that Portuguese SO have had a dynamic and proactive behaviour in the development of recreation and tourism activities, contributing to increased access of PwSN to tourism activities, especially for people belonging to socially and economically disadvantaged groups. However, the results also show that SO face several constraints, specifically financial constraints, lack of specialised human resources and the lack of suitable tourism supply (e.g. accommodation, transportation) for this market. The paper ends with strategies that these organisations may adopt to cope with these constraints.

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“…Constantinou, Loizides, and Ioannou [52] have described one of the projects that use information technology to allow deaf people access cultural heritage information. The authors emphasize the use of digital technologies to increase the accessibility of CH information for hard-of-hearing users.…”

Section: Accessibility In the Context Of Cultural Heritagementioning

confidence: 99%

Enhancing accessibility in cultural heritage environments: considerations for social computing

Kosmas

Galanakis

Constantinou

et al. 2019

Univ Access Inf Soc

Self Cite

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Current technological advancements offer many ways of enhancing disabled peoples' access to Cultural Heritage environments. A new generation of Social Computing technologies and systems is changing the way in which we access Cultural Heritage, facilitating the inclusion of socially isolated groups of people. Under this perspective, this paper aims to explore the potential impact of Social Computing systems to enhance people' access to Cultural Heritage, particularly focusing on deaf and disabled users. By reviewing the current literature on Social Computing and Cultural Heritage, the paper first summarizes the related applications and appropriate key technologies; second, it provides examples of innovative approaches to the enhancement of user-engagement and interaction through social computing. Moreover, the paper highlights arising issues of privacy, as well as ethical considerations, and presents design principles for ensuring privacy. The study concludes by discussing challenges for inclusive Social Computing applications in the context of Cultural Heritage and pointing out areas where future research is needed. AbstractCurrent technological advancements offer many ways of enhancing disabled peoples' access to Cultural Heritage environments. A new generation of Social Computing technologies and systems is changing the way in which we access Cultural Heritage, facilitating the inclusion of socially isolated groups of people. Under this perspective, this paper aims to explore the potential impact of Social Computing systems to enhance people' access to Cultural Heritage, particularly focusing on deaf and disabled users. By reviewing the current literature on Social Computing and Cultural Heritage, the paper first summarizes the related applications and appropriate key technologies; second, it provides examples of innovative approaches to the enhancement of user-engagement and interaction through social computing. Moreover, the paper highlights arising issues of privacy, as well as ethical considerations, and presents design principles for ensuring privacy. The study concludes by discussing challenges for inclusive Social Computing applications in the context of Cultural Heritage and pointing out areas where future research is needed.[1]. Based on the literature, SC can be interactive and collaborative as it facilitates communication between people. SC environments allow people to interact in many different ways. Examples of SC technologies include social media sites and networks, e-mail, discussion forums, blogs, wikis, instant messaging, games, and open-source development.More recently, the rise of SC tools has influenced information systems and applications and strongly received researchers' attention with a particular interest to its social implications for helping people access Cultural Heritage environments [2]. Indeed, social technologies, and especially social media applications, affect both access to and the character of the cultural activity. Cultural Heritage (CH) constitutes an interdisciplinary area...

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A Personal Tour of Cultural Heritage for Deaf Museum Visitors

Cited by 13 publications

References 5 publications

Deaf-Accessible Parenting Classes: Insights from Deaf Parents in North Wales

Deaf-Accessible Parenting Classes: Insights from Deaf Parents in North Wales

The role of social organisations in the promotion of recreation and tourism activities for people with special needs

Enhancing accessibility in cultural heritage environments: considerations for social computing

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