Useful tips for in-person accessibility research

It’s no secret that inclusive design is an important part of any design process. Inclusive design helps to push the boundaries of products and services and widen the target audience. I became a practitioner because I love solving problems and to unearth real barriers faced by end users when interacting with products and services. As a UX practitioner with over 15 years working, there are some types of research that have been more memorable and inspiring with that feel good factor of knowing your research will make a difference. Research itself is a powerful driver for informing good design. In this short piece, I’d like to talk about some of the tips I’ve learnt along the way when conducting in-person research with participants with disabilities.

Understanding disabilities

It’s helpful to take a step back to understand typically how disabilities are often grouped.

• Visual impairments (e.g. can include partial blindness, colour blindness, long and short sightedness)
• Auditory impairments (e.g. partial or complete loss of hearing)
• Motor impairments (e.g. rheumatoid arthritis, parkinson’s through to paralysis)
• Cognitive impairments (e.g dyslexia, autism, dyspraxia or ADHD, to name a few)
• Ageing population whose abilities can change over time (e.g. cataract, an impairment of vision or hearing over time, an impairment through an accident or medical diagnosis)

Understanding and learning about different disabilities is one piece of the puzzle. The other piece is understanding that different disabilities may use a range of assistive technologies to support digital content consumption. These range, from physical devices like switches, to smart homes through to apps on mobile devices and computer software to help navigate digital content. More often than not, users have their own workarounds and settings when using these.

Assistive technologies

In this next section I’ll introduce some examples of assistive technology and how I’ve seen these be used. This context should help you think about what you may need to consider when recruiting for in-person accessibility research. In-lab and in-home research is possible and assessed on a case by case basis as in-lab accessible setups are difficult to replicate in a lab setting.

For example, a person that may be paralysed may use a switch device which replaces the need to use a mouse and keyboard.

• Some participants with cognitive impairments may use additional software when using the internet that helps adjust the foreground and background text, or reads out content on the screen at varied speeds.
• Partially sighted users may adopt the use of screen readers alongside screen magnification software depending on their visual ability.
• Screen readers are often tempered by the user to read back at different speeds. I’ve seen some participants speed through text and skip content very quickly to get to information of interest.

When planning for sessions, here are some of the things, I’ve learnt along the way:

During the planning phases of your research

• In a lab setting it’s useful to check if a participant will require some support such as chaperone when attending. Chaperones are a common term when recruiting a family member, friend or support worker when conducting in-person lab research.
• Though, chaperones aren’t necessary for everyone and should be dealt with on a case by case basis. If including chaperones, factoring in additional incentive is often required.
• Often participants’ tablets or laptops are set up with assistive technology in a manner that works for them. Therefore, when asking participants to bring in technology it’s worth factoring in travel costs if laptops are heavy and a cab is necessary. In instances like this, we would try and opt for some in-home research where possible.
• In a lab setting when recruiting visually impaired participants, it’s worth checking whether a guide dog will be present. If so, having a bowl of water and towel is always handy.
• Finding out about your participants is super important in particular if participants have specific preferences when they arrive at lab sessions. For example some Autistic respondents that I have worked with do not like loud noises or bright lights. Setting up the labs to cater for this helps to place participants in a comfortable environment.
• When working with participants who use BSL (British Sign Language) to communicate, it’s worth checking in to see if they have a known BSL interpreter they’d prefer to work with or if we can bring in a BSL interpreter of our own either in a lab or home setting.
• When working with participants with motor difficulties, it’s worth assessing on a case by case basis whether the sessions should be conducted in their own home or in the labs.

Below are some useful tips to consider during the planning phase of research:

Pre & Session Duration

• Account for extra session duration and wider gaps between sessions for:
• Meeting participants at local stations. Sometimes this is easier and allows you to build a rapport with your participant before you reach the labs. Also useful if your labs are challenging to locate.
• Ensure you schedule enough of a gap between sessions, in case some participants want a bit of time to adjust to the surroundings.
• BSL participant sessions can sometimes run longer as there is an interpreter who is conveying and responding to questions which naturally adds time. This also means you won’t rush the session and can keep the dialogue going.
• It’s always nice when time permits for the moderator to introduce themselves at reception and check in with the participants. Let them know you’ll come and collect them when it’s time for the session and check that there isn’t anything they need beforehand.
• For visually impaired users don’t assume they’ll want you to hold on to them and guide them to the lab. Simply ask if they’d like support getting to the lab room and what that might be, this will also depend on the type of visual impairment. Not everyone requires or needs support, but be ready if you are needed. Either way, always ask upfront, it helps set expectations and removes any need for unqualified assumptions.
• In addition if participants with visual impairments do have a guide dog with them, they often have a dog bowl you might need to fill with water, make sure you have a towel present for little splashes. This may need transporting from the waiting area to the lab.
• It’s worth setting up an area in the waiting room and lab where there is enough space for the guide dog to feel comfortable too.
• When interviewing individuals with autism, ensure the rooms are set up before participants arrive especially if you need to reduce the lighting or place signs to keep the noise to a minimum.
• If wheelchair users are attending, ensure there is a ramp outside, and a lift.
• Needless to say, accessible toilets are a must!

Feel free to reach out to Azia Ali for any questions about accessibility in-person sessions. We’d be happy to host you.