Abstract
We begin by exploring what is meant by cognitive impairment, and some of the difficulties and challenges faced by people with varying levels of cognitive impairment, including specifics issues related to adaptation and abstraction. We consider how designers (who can also be viewed as ‘outsiders’) can act as enablers, supporting people with cognitive impairments to contribute their insights and ideas to design services that work for them. We emphasise the importance of mindset and methodological framework, and, in the spirit of sharing and collaborating, use examples from practice to illustrate the iterative development of a range of methods and tools to create a safe and supportive co-design environment.
Keywords
co-design, service design, inclusive design
DOI
https://doi.org/10.21606/servdes2018.73
Citation
Carr, V.(2018) Adapting the design process for different learning styles and abilities, in Meroni, A., Ospina Medina, A. M., & Villari, B. (eds.), ServDes 2018: Service Design Proof of Concept, 18–20 June, Milan, Italy. https://doi.org/10.21606/servdes2018.73
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Papers
Adapting the design process for different learning styles and abilities
We begin by exploring what is meant by cognitive impairment, and some of the difficulties and challenges faced by people with varying levels of cognitive impairment, including specifics issues related to adaptation and abstraction. We consider how designers (who can also be viewed as ‘outsiders’) can act as enablers, supporting people with cognitive impairments to contribute their insights and ideas to design services that work for them. We emphasise the importance of mindset and methodological framework, and, in the spirit of sharing and collaborating, use examples from practice to illustrate the iterative development of a range of methods and tools to create a safe and supportive co-design environment.