Abstract
There has been an increased emphasis on user involvement within healthcare technology development (Ram et al., 2007). Within the healthcare domain the term “user” can describe a range of different people across all ages; from patients and their families to healthcare professionals, NHS providers and commissioners of services. Within rehabilitation engineering, a “user” of technology is often characterised by the presence of a physical, cognitive, sensory or communication impairment. Although research has focused on the considerations of involving disabled adults in healthcare technology design (e.g. Orpwood, 1990) there has been little research directed towards the design and development of rehabilitation technologies with disabled children. Engaging children in the development of rehabilitation technologies has been reported (Hwang et al., 2004; Weightman et al., 2010), but there are still considerable gaps in our knowledge of the most efficient approaches to engage children in the design process of such technology.
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Allsop, M., Holt, R., Gallagher, J., Levesley, M., Bhakta, B. (2010). The Involvement of Primary Schools in the Design of Healthcare Technology for Children. In: Langdon, P., Clarkson, P., Robinson, P. (eds) Designing Inclusive Interactions. Springer, London. https://doi.org/10.1007/978-1-84996-166-0_20
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DOI: https://doi.org/10.1007/978-1-84996-166-0_20
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