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Eliciting parents' individual requirements for an inclusive digital school system

Eftring, Håkan LU ; Rassmus-Gröhn, Kirsten LU and Hedvall, Per Olof LU (2016) 3rd International Conference on Universal Design, UD 2016 In Universal Design 2016: Learning from the Past, Designing for the Future - Proceedings of the 3rd International Conference on Universal Design, UD 2016 229. p.211-221
Abstract

Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents'... (More)

Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Education, Storing individual preferences, Teacher-parent communication methods, Universal design, User involvement, User requirements
in
Universal Design 2016: Learning from the Past, Designing for the Future - Proceedings of the 3rd International Conference on Universal Design, UD 2016
volume
229
pages
11 pages
publisher
IOS Press
conference name
3rd International Conference on Universal Design, UD 2016
external identifiers
  • scopus:84988484396
ISSN
09269630
18798365
ISBN
9781614996835
DOI
10.3233/978-1-61499-684-2-211
language
English
LU publication?
yes
id
b55afa08-450f-4d02-bda3-72fafe79868a
date added to LUP
2016-11-04 08:27:02
date last changed
2017-06-08 11:24:12
@inproceedings{b55afa08-450f-4d02-bda3-72fafe79868a,
  abstract     = {<p>Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.</p>},
  author       = {Eftring, Håkan and Rassmus-Gröhn, Kirsten and Hedvall, Per Olof},
  booktitle    = {Universal Design 2016: Learning from the Past, Designing for the Future - Proceedings of the 3rd International Conference on Universal Design, UD 2016},
  isbn         = {9781614996835},
  issn         = {09269630},
  keyword      = {Education,Storing individual preferences,Teacher-parent communication methods,Universal design,User involvement,User requirements},
  language     = {eng},
  pages        = {211--221},
  publisher    = {IOS Press},
  title        = {Eliciting parents' individual requirements for an inclusive digital school system},
  url          = {http://dx.doi.org/10.3233/978-1-61499-684-2-211},
  volume       = {229},
  year         = {2016},
}