Evaluation of TellMe, a three-way communication tool for the Special Education Context

Abstract

There is a growing interest for involving developmentally diverse children in the design of new technologies. The aim of this thesis was to investigate the socially situated design recommendations of TellMe, a threeway communication tool for the special education context, through an evaluation together with how developmentally diverse children can be included in the design process. This was done through a situated evaluation approach in collaboration with three distinct special education schools. A total of 23 children participated, together with their parents and teachers. The data collection was executed using interviews, observations and an interactive questionnaire tool. The evaluation resulted in a set of socially situated design recommendations for a communication tool in the special education context as well as a theoretical discourse on how children in special education can be involved and contribute in evaluation. The main conclusion is that TellMe has potential to enhance the communication between teachers-parents-children, however consideration must be taken to allow for flexibility in configuration and use, due to the high variability within the special education context. Additionally, the study shows that it is important not only to consider how the children can contribute to the evaluation, but also how the children can be involved and how to make the involvement meaningful for both the children themselves and the outcome of the study.