This commentary reflects on a series of published research articles, 1996-2013, that form a PhD thesis by publication. The articles offer evidence of research into best practice relating to Assistive Technology (AT) product design as a specialist section of Industrial Design (ID). The aim of the research has been to provide AT product developers with a methodology that ordered and prioritised the application of proven research methods, design methods and design heuristics; as well as, to highlight the fundamental concepts that underpin the methodology. This commentary provides a review of the methods applied and discussion of their efficacy within each case study. The series of articles, evaluated at a meta-analysis level in the second part of the commentary, address the following research questions: 1) What is the optimum order and priority of conventional design methods, heuristics and research methods when applied within a new product development process for assistive technology products?, 2) Through a meta-analysis of case studies, are there key aspects that underpin an optimum AT-ID process? From the review, 61 research methods, design methods and heuristics were defined. An order of methods and heuristics identified some methods that were used throughout all phases of a NPD process that included literature review, benchmarking, mixed methods and participatory research. The methods and heuristics used in all phases highlighted a user-centred approach and the close collaboration with end users and stakeholders. There was also a focus of methods and heuristics around phase 2 of the 5 design process phases defined by Martin and Hannington. The critical review also highlighted key underpinning aspects that helped optimise an Industrial Design approach to ID-AT NPD. These were 1) creating a format for dialogue within the constraints of perception and 2) previous experience and the application of ethically sound protocols for the whole process. Lastly the change of terminology and attitudes of those working the Assistive Technology industry highlighted the need for more research into social acceptance of all aspects of Assistive Technology and the perception of disability from those living with impairment and by UK society as a whole.

Diss. (sammanfattning) Uppsala : Sveriges lantbruksuniv., 2004. / Härtill 4 uppsatser.

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)