Accessibility and participatory design: time, power, and facilitation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper documents the goals, techniques, and outcomes of nine interventions designed to improve the accessibility of a design charette (DC). These interventions focused on Time, Power, and Facilitation and were developed based on critiques found in design literature, critical disability scholarship, and the lived expertise of disabled people. Data was collected through recording activities and outputs, recorded observations, and elicited feedback. We found that adjusting time, which is essential for access, was difficult and required trade-offs. We also suggest that the presence of a ‘vibes watch’ facilitation role to monitor participation frequency, emotional tone, and power dynamics can be useful to address uneven power relations, caucusing can also be valuable but should be used at specific moments. Non-neutral facilitation, anti-oppression training, and regular reflection can help facilitation/design teams identify and address exclusionary practices. Technology can aid but also constrain access. Finally, despite all interventions, access remains a site of friction and political choices. Stakeholders continue to participate in different and not always equally valued ways, so secondary analysis is useful for understanding charette products or outputs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it