Accessibility in screen media is typically framed as services for discrete user groups (e.g. visually impaired users), with HCI work largely focusing on post-production and playback interventions rather than the wider production ecology. We report findings from interviews and workshops with media practitioners spanning pre-production, production, and post-production, surfacing a gap between practitioners’ orientation toward meeting audiences where they are and the organisational conditions that systematically prevent this. Our thematic analysis shows how access is (a) authored into storytelling and planning when time and creative ownership allow, (b) undermined by fragmented responsibility and remit boundaries across handovers, and (c) constrained by workflow realities and product economics that shape what can be delivered, maintained, and scaled. We also surface frictions between creative intent and end-user comprehension, and between device-level personalisation and source-level authorship. We contribute a design agenda for integrated media accessibility, including principles for making space and time for access, supporting inclusive viewing, and enabling accountable content creation and automation.

Audio media – radio, podcasts, audiobooks – structures everyday life: we keep up, wind down, and share moments through long-form listening. Yet for people living with aphasia – a communication disability that affects audio comprehension – unsupported audio often means losing the thread and marring the experience. While accessibility advances have focused on print, web, and audiovisual content, audio-only remains unconsidered; oftentimes optimised for marketisation rather than sustained understanding.We report a three-week in-situ deployment of Re-Connect app, an audio media player which meets the people at the moment of comprehension difficulty. With ten adults living with aphasia, we show how people assemble personal repertoires of small, co-present communication cues that repair in the moment and support recall. Grounded in lived experience, we argue for personal, source-proximate scaffolds that help make long-form audio more understandable and enjoyable.

Progressive digitisation and adoption of artificial intelligence (AI) are reshaping welfare services in ways that risk compounding inequalities for disabled people. Globally, many governments present these reforms as beneficial–streamlining processes, reducing costs and eliminating delays. Yet digitisation and automation of welfare decision-making can deepen exclusion and erode human accountability. In response, this paper foregrounds the lived experiences of people with the communication disability aphasia in navigating digitised welfare and their perspectives on AI-automated futures. We report findings from a four-stage participatory design study involving eight workshops with 42 recruited co-designers. Reflexive thematic analysis identified five challenges: the cost of performing disability, geographies of inequity, navigating digital bureaucracy, the accessibility paradox and hostile design. Co-designers voiced concerns about AI-automation but envisioned inclusive future alternatives: AI dialogues that are patient, multimodal and supportive; welfare systems that are compassionate, transparent and retain human recourse; and infrastructures that are open, publicly governed and truthful.

Digital audiovisual media (e.g., TV, streamed video) is an essential aspect of our modern lives, yet it lacks accessibility -- people living with disabilities can experience significant barriers. While accessibility interventions can improve the access to audiovisual media, people living with complex communication needs have been under-represented in research and are potentially left behind. Future visions of accessible digital audiovisual media posit highly personalised content that meets complex accessibility needs. We explore the impact of such a future by conducting bespoke co-design sessions with people with aphasia -- a language impairment common post-stroke -- creating four highly personal accessibility interventions that leverage audiovisual media personalisation. We then trialled these prototypes with 11 users with aphasia; examining the effects on shared social experiences, creative intent, interaction complexity, and feasibility for content producers. We conclude by critically reflecting on future implementations, raising open questions and suggesting future research directions.

Widespread abandonment continues to hinder the long-term adoption of augmentative and alternative communication (AAC) devices among communities living with aphasia. Challenges with AAC are complex - ranging from poor personalization and stigma to prohibitive costs. Critics argue that many AAC tools reflect top-down, medicalized models shaped by ableist assumptions and commercial agendas. In response, this paper presents bottom-up perspectives from a four-month qualitative study of Zuzenna’s DIY AAC: a self-made communication diary. Far from a prescribed device, her diary is a bespoke, organically evolving tool that empowers her daily life and recovery after stroke. We offer a re-imagining of AAC design grounded in lived experience, highlighting how future tools might: (a) foster genuine communion through share-ability, (b) uphold agency by empowering self-expression, (c) value personal labour and support growth. Zuzenna's diary reveals that AAC does not have to be techno-centric or expensive to be powerful -- it just needs to be personal.

Audio-media, such as radio and podcasts, are a vital means to engage with global events, access education, or offer entertainment. However, for people with complex communication needs, such as aphasia, there can be accessibility challenges. While accessibility research has largely focused on audiovisual media, little work has considered audio-media, particularly for users with complex communication needs. To address this gap, we undertook six co-design workshops with 10 people with aphasia to re-imagine access to audio-media. We uncover how our co-designers perceive audio-media as more than a tool, but a part of daily intimacies; shaping social relationships and contributing to therapeutic recovery. Through a Research-through-Design process culminating in one low-fidelity and three high-fidelity technology probes that embody novel accessibility interventions, our findings further challenge conventional approaches to audio-media accessibility and signal new directions for future design.

The rise of generative AI presents new opportunities for the understanding and practice of self-care through its capability to generate varied content, including self-care suggestions via text and images, and engage in dialogue with users over time. However, there are also concerns about accuracy and trustworthiness of self-care advice provided via AI. This paper reports our findings from workshops, diaries, and interviews with five researchers and 24 participants to explore their experiences and use of generative AI for self-care. We analyze our findings to present a framework for the use of generative AI to support five types of self-care, – advice seeking, mentorship, resource creation, social simulation, and therapeutic self-expression – mapped across two dimensions – expertise and modality. We discuss how these practices shift the role of technologies for self-care from merely offering information to offering personalized advice and supporting creativity for reflection, and we offer suggestions for using the framework to investigate new self-care designs.

Audiovisual media is integral to modern living, yet is not always accessible to all. Modern accessibility interventions, such as subtitles, support many, however, communities with complex communication needs are largely unconsidered. In this work, we envision future accessibility interventions from the ground up with one such community – people with aphasia. Over two workshops and a probe activity, we problematise the space of audiovisual consumption by people with aphasia, and co-envision directions for development in accessible audiovisual media. From low-fi diegetic prototypes to mid-fidelity solutions, we explore new visions of accessibility interventions for complex communication needs – notably enabling high levels of content manipulation and personalisation. Our findings raise open questions and set directions for the research community in developing accessibility interventions for audiovisual media to support users with diverse needs in accessing audiovisual content.

AI-driven commercial innovations and the digital disruptions they create, tend to accelerate faster than assistive technologies, and are rarely designed with inclusion and diversity in mind. We explore the joint value of research through design and co-design to give a voice to users with intellectual disability to set new directions for inclusive innovation. To do this, we present an account of, and a reflection on, the reframing that took place throughout a research program that has evolved over the last 8 years, presented through the lens of 3 case studies. These illustrate turning points in the frames of the research and its journey through the disciplinary traditions of Information Retrieval and Human Computer Interaction (HCI). The contributions of this paper are threefold. First, we contribute knowledge on the value of research through design to identify new frames for inclusive intelligent systems. Second, we extend inclusive co-design approaches to employing working prototypes that can support participant’s voice about the design of the algorithms that underpin intelligent systems. We highlight how these working prototypes nurture the importance of participation and observation. Third, we contribute new frames for inclusive information retrieval, with new perspectives on intent, particularly in the context of image search.

This research aims to explore how tangible technology created through co-design can be designed in a way that invites social interaction for people with intellectual disability. We conducted co-design sessions with one participant to create a sensory musical blanket. As the trials were run in a collective environment, their peers were drawn to the developing design. The design method and unique interactions are key contributions of this research.

This paper presents the first iteration of the design of a web application which supports its users to access and arrange pictures as a non-linguistic way of supporting communication. We motivate our initial design by examining related work on Augmentative Alternative Communication (AAC). We present our reflections on the use of a working prototype by two minimally-verbal users with intellectual disability and how this can inform future work.

In recent work, design researchers have sought to ensure that people with disabilities are engaged as competent and valued contributors to co-design. Yet, little is known about how to achieve this with adults with severe intellectual disabilities. Navigating design in the context of complex care practices is challenging, charged with uncertainty, and requires sustained effort of methodological and affective adjustments. To establish a respectful co-design relationship and enrich participation, we turn to Active Support (AS), an evidence-based strategy for engaging adults with severe intellectual disabilities. We present a reflective account of long-term field work that utilized the four aspects of AS, a) every moment has potential; b) graded assistance; c) little and often; d) maximizing choice and control. We discuss how these principles contribute to deepening HCI methods by ensuring interactional turns for adults with severe disabilities, revealing their unique competences, thereby shaping design direction and providing design insight.

HCI has historically provided little support for moving from fieldwork insights or theories to design outcomes. Having witnessed many students struggle and then justify their designs with a form of marketing hype, we developed a supporting approach of “field theories”. A field theory is a working theory about salient interactions in a particular domain and sensitizing concepts in order to frame design investigations. It is presented visually in a field theory diagram to support succinct communication and critique. Studying use of design prototypes that have been informed by a field theory helps to reflect upon and refine the theory. In this paper we present examples from our HCI classes and reflections based on interviews with students. We discuss how field theories offer an orientation in the spirit of a ‘bricoleur’ who harnesses elements of theory and practice to produce deeper understandings and more fitting outcomes for the task at hand.

In this paper, we present a case study of the iterative design of TalkingBox, a communication device designed with a person with a severe cognitive disability and his support network. TalkingBox combines graphic symbols with tangible technology to foster the use of symbolic communication by leveraging the person's strength and interest in memory matching games. In the course of designing, trialing and iterating the TalkingBox, we discovered that the design supported not only the development of symbolic communication, but also revealed new interests and strengths of our participant. TalkingBox highlighted opportunities for interactions with peers, revealed new skills in visual discrimination, and evidenced interests. These could, in turn, support staff and family to adapt their support. More importantly, TalkingBox had become a living portfolio presenting our participant with severe disability through the lens of their strengths. We discuss opportunities for research through co-design to open new avenues for future communication technologies.

Traditional methods of engagement with pre-defined queries, verbal instruction and interviewing do not provide necessary means to address information-seeking behavior and visual browsing for participants with severe autism and intellectual disability. In this paper, we identify challenges and characteristics of providing effective methods to explore visual browsing and video recommender systems with one non-verbal participant with autism and intellectual disability. We contribute a case study and a reflection on a) how iterative design approaches that builds on special interests and strengths of one individual with disability can support experimental IIR research in becoming more inclusive, b) some of the ethical consideration that arise in the tensions between participation in the research and other interests and c) how flexible experimental and apparatus design can further allow participant's terms to prevail.

Online videos are a medium of choice for young adults to access or receive information, and recent work has highlighted that it is a particularly effective medium for adults with intellectual disability, by its visual nature. Reflecting on a case study presenting fieldwork observations of how adults with intellectual disability engage with videos on the Youtube platform, we propose a framework to define and evaluate the accessibility of such large video repositories, from an informational perspective. The proposed framework nuances the concept of information accessibility from that of the accessibility of information access interfaces themselves (generally catered for under web accessibility guidelines), or that of the documents (generally covered in general accessibility guidelines). It also includes a notion of search (or browsing) accessibility, which reflects the ability to reach the document containing the information. In the context of large information repositories, this concept goes beyond how the documents are organized into how automated processes (browsing or searching) can support users. In addition to the framework we also detail specifics of document accessibility for videos. The framework suggests a multi-dimensional approach to information accessibility evaluation which includes both cognitive and sensory aspects. This framework can serve as a basis for practitioners when designing video information repositories accessible to people with intellectual disability, and extends on the information presentation guidelines such as suggested by the WCAG.

Young adults with intellectual disability are keen users of social media. However, there is little understanding about how their skills and participation in social media might be leveraged to support further skills development. Employing a participatory approach through workshops with eleven participants and interviews with eight parents, we investigated what skills young adults desire and how they might be able to leverage their participation in YouTube and Facebook to develop these skills. We found that young adults want to develop social skills of such as playing sports or learning languages, but that leveraging social media participation to do this goes beyond their typical use, and requires both collaborative support and accessible design. Based on these findings, we propose and discuss a collaboration-in-the-loop framework that integrates support through personal networks and an accessible user interface design. We conclude with a reflection on designing to leverage participation, interests and competencies to support people with intellectual disability.