Affiliations: [a] Faculty of Wellness, Education and Language Studies, Open University, Milton Keynes, UK | [b] Department of Education, University of Bath, UK
Correspondence:
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Corresponding author: Jane Seale, Faculty of Wellness, Education and Language Studies, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK. E-mail: [email protected].
Abstract: 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.
