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Authentic participation involving jointly undertaken analysis of data and dissemination of findings, is rarely evident in participatory research involving disabled people. This paper examines analysis and dissemination which offers greater participation and offers a theoretical underpinning for this approach. This conceptualisation arises from ARCHES, a museum education and access research project involving over 150 disabled people and a systematic review undertaken as part of this project. A few studies, including ARCHES, have moved beyond traditional research analysis to recognise the evolving nature of the “messy space” (Seale, Nind, Tilley & Chapman, 2015) and how this may inform approaches to data and dissemination. This paper frames this space as the While of participation, a concept which emerged from the systematic literature review (RIX ET AL, 2019) and from working within ARCHES. It explores how the While of participation is experienced in practice, in relation to analysis and dissemination. In particular it focuses upon its emergent nature. Within this project and occasionally elsewhere in the literature, data analysis and dissemination are not retrospective or separated activities, but arise as part of the ongoing participatory process, where immersion and dialogue are at the root of all knowledge development and sharing.

This paper reports on the first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intel- lectual impairments. It was initiated as part of ARCHES, an European Union-funded heritage project. The review sought to examine processes and activities used for organising participatory research involving people identified with sensory and/or intellectual impairments. 54 papers were included, involving studies from 14 countries and varying numbers of participants across different time scales. Insights were gained into use of advisory groups, organisation and support, collecting and analysing data, sharing findings and activity types. Emergent themes enabled an identification of the while of participation. The while represents the tensions, outcomes and component parts which are evident within the multiple moments that span an experience of participatory research. Participation is not about types of activity but how any activity is undertaken.

In this paper we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research we have needed to develop an original evaluation approach; informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.

The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large scale international, three year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stages of the research in a manner which was collectively recognised to be participatory and also delivered high quality findings. At the heart of this emergent approach to participatory research is an engagement with risk. This research note explores the types of risks involved in delivering research which seeks to be authentically participatory.

Augmented reality (AR) technology possesses several affordances that can support disabled museum visitors. A structured research review was used to examine the ways in which AR being used in, or developed for, museums to support access for disabled people and /or those with cognitive or sensory impairments. It also considers the extent to which the underpinning research approaches are inclusive. The findings suggest that AR can positively transform aspects of disabled users’ museums experiences. However, disabled people’s involvement in AR research, intended for use by them, appears problematic.

This article discusses the differences and difficulties that the ARCHES project has encountered when setting up and working with participatory research groups as part of a large-scale European project. The article seeks to clarify how participation is experienced across different international partners and research groups. This is explored in relation to recruitment of exploration groups, understanding participatory research, and challenging the definitions of disability. It also shares our methods of working with the participants and the impact upon those ways of working within different cultural environments. The article aims to guide future projects alike.

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets).

BACKGROUND: Existing generic technology design principles and guidelines are considered not to be sensitive enough to meet the needs of people with learning difficulties. OBJECTIVE: To propose a unified design framework that can inform the design of technologies for people with learning difficulties METHODS: A literature search was undertaken and the resulting papers were analysed and coded in order to identify common ideas or recommendations that could be clustered into design principles. RESULTS: Four main categories of design principles were identified: learning support, accessibility, usability and agency. A conceptual framework incorporating diversity, difference and digital inclusion offers a way to understand the consequences of applying or not applying some or all of the principles. CONCLUSIONS: A unified framework for the design of technologies for people with learning difficulties has the potential to fill the gap that more generic design guidelines cannot fill with regards to meeting the very specific needs of people with learning difficulties.

Tactile reliefs offer many benefits over the more classic raised line drawings or tactile diagrams, as depth, 3D shape, and surface textures are directly perceivable. Although often created for blind and visually impaired (BVI) people, a wider range of people may benefit from such multimodal material. However, some reliefs are still difficult to understand without proper guidance or accompanying verbal descriptions, hindering autonomous exploration. In this work, we present a gesture-controlled interactive audio guide (IAG) based on recent low-cost depth cameras that can be operated directly with the hands on relief surfaces during tactile exploration. The interactively explorable, location-dependent verbal and captioned descriptions promise rapid tactile accessibility to 2.5D spatial information in a home or education setting, to online resources, or as a kiosk installation at public places. We present a working prototype, discuss design decisions, and present the results of two evaluation studies: the first with 13 BVI test users and the second follow-up study with 14 test users across a wide range of people with differences and difficulties associated with perception, memory, cognition, and communication. The participant-led research method of this latter study prompted new, significant and innovative developments.

Augmented reality (AR) technology possesses several affordances that can support disabled museum visitors. A structured research review was used to examine the ways in which AR being used in, or developed for, museums to support access for disabled people and /or those with cognitive or sensory impairments. It also considers the extent to which the underpinning research approaches are inclusive. The findings suggest that AR can positively transform aspects of disabled users’ museums experiences. However, disabled people’s involvement in AR research, intended for use by them, appears problematic.

This article discusses the differences and difficulties that the ARCHES project has encountered when setting up and working with participatory research groups as part of a large-scale European project. The article seeks to clarify how participation is experienced across different international partners and research groups. This is explored in relation to recruitment of exploration groups, understanding participatory research, and challenging the definitions of disability. It also shares our methods of working with the participants and the impact upon those ways of working within different cultural environments. The article aims to guide future projects alike.

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets).

Tactile reliefs offer many benefits over the more classic raised line drawings or tactile diagrams, as depth, 3D shape, and surface textures are directly perceivable. Although often created for blind and visually impaired (BVI) people, a wider range of people may benefit from such multimodal material. However, some reliefs are still difficult to understand without proper guidance or accompanying verbal descriptions, hindering autonomous exploration. In this work, we present a gesture-controlled interactive audio guide (IAG) based on recent low-cost depth cameras that can be operated directly with the hands on relief surfaces during tactile exploration. The interactively explorable, location-dependent verbal and captioned descriptions promise rapid tactile accessibility to 2.5D spatial information in a home or education setting, to online resources, or as a kiosk installation at public places. We present a working prototype, discuss design decisions, and present the results of two evaluation studies: the first with 13 BVI test users and the second follow-up study with 14 test users across a wide range of people with differences and difficulties associated with perception, memory, cognition, and communication. The participant-led research method of this latter study prompted new, significant and innovative developments.

The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large scale international, three year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stages of the research in a manner which was collectively recognised to be participatory and also delivered high quality findings. At the heart of this emergent approach to participatory research is an engagement with risk. This research note explores the types of risks involved in delivering research which seeks to be authentically participatory.

BACKGROUND: Existing generic technology design principles and guidelines are considered not to be sensitive enough to meet the needs of people with learning difficulties. OBJECTIVE: To propose a unified design framework that can inform the design of technologies for people with learning difficulties METHODS: A literature search was undertaken and the resulting papers were analysed and coded in order to identify common ideas or recommendations that could be clustered into design principles. RESULTS: Four main categories of design principles were identified: learning support, accessibility, usability and agency. A conceptual framework incorporating diversity, difference and digital inclusion offers a way to understand the consequences of applying or not applying some or all of the principles. CONCLUSIONS: A unified framework for the design of technologies for people with learning difficulties has the potential to fill the gap that more generic design guidelines cannot fill with regards to meeting the very specific needs of people with learning difficulties.

Authentic participation involving jointly undertaken analysis of data and dissemination of findings, is rarely evident in participatory research involving disabled people. This paper examines analysis and dissemination which offers greater participation and offers a theoretical underpinning for this approach. This conceptualisation arises from ARCHES, a museum education and access research project involving over 150 disabled people and a systematic review undertaken as part of this project. A few studies, including ARCHES, have moved beyond traditional research analysis to recognise the evolving nature of the “messy space” (Seale, Nind, Tilley & Chapman, 2015) and how this may inform approaches to data and dissemination. This paper frames this space as the While of participation, a concept which emerged from the systematic literature review (RIX ET AL, 2019) and from working within ARCHES. It explores how the While of participation is experienced in practice, in relation to analysis and dissemination. In particular it focuses upon its emergent nature. Within this project and occasionally elsewhere in the literature, data analysis and dissemination are not retrospective or separated activities, but arise as part of the ongoing participatory process, where immersion and dialogue are at the root of all knowledge development and sharing.

In this paper we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research we have needed to develop an original evaluation approach; informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.

This paper reports on the first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intel- lectual impairments. It was initiated as part of ARCHES, an European Union-funded heritage project. The review sought to examine processes and activities used for organising participatory research involving people identified with sensory and/or intellectual impairments. 54 papers were included, involving studies from 14 countries and varying numbers of participants across different time scales. Insights were gained into use of advisory groups, organisation and support, collecting and analysing data, sharing findings and activity types. Emergent themes enabled an identification of the while of participation. The while represents the tensions, outcomes and component parts which are evident within the multiple moments that span an experience of participatory research. Participation is not about types of activity but how any activity is undertaken.