Authors:
Seray Ibrahim, Asimina Vasalou
Consider the following scenario: Grace is a 9-year-old child who communicates using body movements, vocal sounds, and a paper-based book with graphic icons. Two years ago, her teachers and therapist assessed her abilities to use an electronic communication aid, and consequently issued her a high-spec, eye-gaze-enabled, speech-generating device. To date, she mostly uses this with her teachers to respond to rehearsed topics during class. Despite everyone having high hopes and fighting hard to fund the device, Grace isn't keen on it and chooses to use other modes instead. This scenario is all too common in designing for disability and…
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