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Modelling the roles of designers and teaching staff when doing participatory design with children in special education

Research output: Contribution to book/anthology/report/proceeding › Article in proceedings › Research › peer-review

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Modelling the roles of designers and teaching staff when doing participatory design with children in special education. / Barendregt, Wolmet; Börjesson, Peter; Eriksson, Eva et al.

Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). Vol. 1 New York : Association for Computing Machinery, 2018. 9.

Research output: Contribution to book/anthology/report/proceeding › Article in proceedings › Research › peer-review

Harvard

Barendregt, W, Börjesson, P, Eriksson, E, Torgersson, O, Bekker, T & Skovbjerg, HM 2018, Modelling the roles of designers and teaching staff when doing participatory design with children in special education. in Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). vol. 1, 9, Association for Computing Machinery, New York, Participatory Design Conference, Hasselt, Belgium, 20/08/2018. https://doi.org/10.1145/3210586.3210589

APA

Barendregt, W., Börjesson, P., Eriksson, E., Torgersson, O., Bekker, T., & Skovbjerg, H. M. (2018). Modelling the roles of designers and teaching staff when doing participatory design with children in special education. In Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18) (Vol. 1). [9] Association for Computing Machinery. https://doi.org/10.1145/3210586.3210589

CBE

Barendregt W, Börjesson P, Eriksson E, Torgersson O, Bekker T, Skovbjerg HM. 2018. Modelling the roles of designers and teaching staff when doing participatory design with children in special education. In Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). New York: Association for Computing Machinery. Article 9. https://doi.org/10.1145/3210586.3210589

MLA

Barendregt, Wolmet et al. "Modelling the roles of designers and teaching staff when doing participatory design with children in special education". Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). New York: Association for Computing Machinery. 2018. https://doi.org/10.1145/3210586.3210589

Vancouver

Barendregt W, Börjesson P, Eriksson E, Torgersson O, Bekker T, Skovbjerg HM. Modelling the roles of designers and teaching staff when doing participatory design with children in special education. In Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). Vol. 1. New York: Association for Computing Machinery. 2018. 9 doi: 10.1145/3210586.3210589

Author

Barendregt, Wolmet ; Börjesson, Peter ; Eriksson, Eva et al. / Modelling the roles of designers and teaching staff when doing participatory design with children in special education. Proceedings of the 15th Participatory Design Conference: Full Papers: (PDC '18). Vol. 1 New York : Association for Computing Machinery, 2018.

Bibtex

@inproceedings{b77f3918273a410ba7630b524998b10b,

title = "Modelling the roles of designers and teaching staff when doing participatory design with children in special education",

abstract = "In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.",

keywords = "participatory design, Children, Teachers, special education, Relationships, hybrid practice",

author = "Wolmet Barendregt and Peter B{\"o}rjesson and Eva Eriksson and Olof Torgersson and Tilde Bekker and Skovbjerg, {Helle Marie}",

year = "2018",

month = aug,

day = "20",

doi = "10.1145/3210586.3210589",

language = "English",

isbn = "978-1-4503-6371-6",

volume = "1",

booktitle = "Proceedings of the 15th Participatory Design Conference: Full Papers",

publisher = "Association for Computing Machinery",

address = "United States",

note = "null ; Conference date: 20-08-2018 Through 24-08-2018",

url = "https://pdc2018.org/",

}

RIS

TY - GEN

T1 - Modelling the roles of designers and teaching staff when doing participatory design with children in special education

AU - Barendregt, Wolmet

AU - Börjesson, Peter

AU - Eriksson, Eva

AU - Torgersson, Olof

AU - Bekker, Tilde

AU - Skovbjerg, Helle Marie

PY - 2018/8/20

Y1 - 2018/8/20

N2 - In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.

AB - In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.

KW - participatory design

KW - Children

KW - Teachers

KW - special education

KW - Relationships

KW - hybrid practice

U2 - 10.1145/3210586.3210589

DO - 10.1145/3210586.3210589

M3 - Article in proceedings

SN - 978-1-4503-6371-6

VL - 1

BT - Proceedings of the 15th Participatory Design Conference: Full Papers

PB - Association for Computing Machinery

CY - New York

Y2 - 20 August 2018 through 24 August 2018

ER -