Disabled and neurodivergent LGBTQIA+ individuals often co-create adaptive communication practices within their romantic partnerships; however, little is known about how these strategies evolve over time. We present findings from a diary and co-design study with five disabled LGBTQIA+ partnerships, documenting how communication is negotiated and sustained through shifting relational, emotional, and access needs. We argue that this ongoing work constitutes a relational infrastructure – the communicative system of shared practices, adaptive routines, and negotiated meanings that disabled and neurodivergent LGBTQIA+ partners co-create to navigate their shared lives. To model these dynamics, we introduce the Relational Access Framework for Communication (RAF-Comm): A Model for Disabled and Neurodivergent LGBTQIA+ Partnerships, a provisional and generative framework that centers identity, co-creation, and adaptation as fundamental to relational accessibility. Our findings highlight the conditional use of technology and the importance of non-use as a valid, relationship-preserving choice. We conclude with design implications for technologies that support the personal, continuously evolving ecosystems of care these partnerships create for themselves.

Understanding how to design and implement equity-based approaches to technology-rich learning in community settings can lead to increased and diversified participation in computing. However, research has shown that making practices can be inequitable, particularly for populations who are situated in low-resourced settings. In US cities, recreation centers have been shown to be promising sites for equity-based hands-on maker learning. However, it is unclear what approaches are needed to create the necessary technical and social infrastructure at these sites to support community uptake. Our study investigates the infrastructure development process for an equity-based makerspace program as developed within city-run community recreation centers in two US cities over 3 years. We developed an infrastructure map depicting the ecosystem of multiple organizations that are involved in creating the program and identified how digital technologies within makerspaces function as sociocultural factors within this ecosystem.

Makerspaces offer opportunities for creative and technology-rich learning, yet their design often overlooks the needs of youth with autism. While inclusive education research has emphasized structured teaching and multimodal engagement, less is known about how spatial, sensory, and cultural factors intersect with pedagogy in makerspace contexts. To address this gap, we conducted interviews with special education staff, including teachers, assistants, and therapists, alongside focus groups with educators and architects, and a panel with disability advocates and special education experts on accessibility in makerspaces and informal learning. Our analysis identified six themes highlighting strategies for predictability, multimodal engagement, and cultural resonance to create inclusive makerspaces. These findings position makerspaces not only as sites for technical skill development but also as infrastructures of belonging and empowerment. Based on our findings, we offer guidance for educators, designers, and policymakers seeking to create accessible, community-engaged spaces that support the participation of youth with autism.

ASSETS '25: The 27th International ACM SIGACCESS Conference on Computers and Accessibility, Denver Colorado USA, October 26 - 29, 2025

CHI 2025: CHI Conference on Human Factors in Computing Systems, Yokohama Japan, 26 April 2025- 1 May 2025

Understanding and engaging with cultural practices that respond to change and resist oppression are increasingly relevant to critical design in and beyond HCI. While these areas of exploration are no stranger to the practices of bioart and biodesign that draw on the cultural, aesthetic, and practical affordances of living organisms to engage audiences and users in reflection and cultural production, they are less familiar in HCI and computing. In recent years, increased access to low-cost synthetic biology tools and techniques has made it easier for non-experts, including those trained in computing but not biology, to experiment with modifying living organisms for creative and artistic purposes, including at the molecular DNA level. Infinite Transformations in a Suitcase is a multimedia installation that uses bioart, visual art, and music strategies to create a meditative space inviting reflection on the resilience of culture. At its center is a glass of poetry-infused wine created using genetically modified yeast cells whose DNA contains an encoded 14th-century Sufi poem by Hafiz of Shiraz, surrounded by video of it being written in Farsi calligraphy. By combining multiple embodied and abstract poetic elements, the installation invites the audience to reflect on the materiality and movement of culture.

Interacting with materials, including biological and living materials, that embody computation and information has increasingly been of interest to the TEI community. In recent years, increased access to low-cost synthetic biology tools and techniques has made it easier for non-experts to experiment with modifying living organisms for creative and artistic purposes, including at the molecular DNA level. A challenge has been to create engaging and culturally-mediated experiences to make these human-DNA interactions accessible to diverse audiences. Infinite Transformations in a Suitcase is a multimedia installation that creates a mediative space inviting reflection on the resilience of culture. At its center is a glass of poetry-infused wine created using genetically modified yeast cells whose DNA contains an encoding of a 14th-century Sufi poem by Hafiz of Shiraz, surrounded by video of it being written in Farsi calligraphy. By combining multiple embodied and abstract poetic elements, the installation invites the audience to reflect on the materiality and movement of culture.

Recent HCI research has focused on developing interactive technologies for cyclists and using technology to promote this activity. However, the community-building and advocacy aspects of cycling remain relatively unexplored. In this study, we explored the integration of urban cycling and participatory technology design to address transportation inequities and promote cycling advocacy in a US city characterized by infrastructural and social disparities. We engaged with nine bicycling advocates from five organizations in Baltimore, USA in participatory design activities to understand their motivations for promoting cycling in urban areas and how interactive technology can aid in creating a cyclist-friendly city. Along with the various practical motivations, we found the participants also promote cycling with a desire to challenge historical discriminatory practices and infrastructural inequalities and as a means of community building and identity expression. We identify three interconnected directions for future change: supporting ancillary bicycle infrastructure and DIY repair practices, changing perceptions through community engagement, and using technology to support community awareness and inclusion. We argue cycling can be a tool for resistance and identity shaping in this context, and participatory design can offer innovative directions for urban designers, policymakers, and system designers to strengthen efforts toward creating inclusive and equitable urban environments.

As online access to entertainment, education, news, and information increasingly becomes mitigated through subscription-based services, it is important to study how inequities in access impact users in low and middle-income countries (LMICS), and what infrastructuring strategies they employ to overcome obstacles. In this paper, we present findings from an interview study with 22 participants from Bangladesh who use and share online subscription-based services. Due to the lack of availability and limitations using formal international payment methods, procedural difficulties, and infrastructural challenges in Bangladesh, we found an emergence of a distinct informal ecosystem of accessing, sharing, and using subscription-based services. We report a detailed analysis of the adoption, sharing practices, and dynamics of sharing online subscription-based services in Bangladesh, that builds on and extends previous HCI literature on informality, informal marketplace, intermediaries, and media sharing in the Global South. Our findings show how a vibrant and growing user base of subscription-based online services is using creative and sometimes risky ways to gain access to media and information through informal intermediaries and administrators. Finally, we discuss potential directions for practice and policy innovations that include facilitating international payments for online services and platforms and reconsidering their policies and service delivery mechanisms to better support users in the Global South context.

Blind and low-vision (BLV) university students often encounter campus accessibility challenges that impede their ability to navigate campus environments effectively. The lack of customization offered by some navigational-focused assistive technologies (ATs) often falls short in addressing their diverse and specific navigational needs. 3D printing, a promising tool for creating affordable and personalized aids, has been explored as a method to create customized tactile maps to aid BLV individuals with general navigation. However, the use of 3D-printed tactile maps by BLV university students and the impact of their direct involvement in the design process remain largely unexplored. We employed a participatory design (PD) approach to engage BLV students from a university in the United States (U.S.) through semi-structured interviews and a co-design session to create a prototype 3D-printed tactile map. Additionally, we consulted with a blind rehabilitation and independence expert for insight into their perspective on AT and, more specifically, tactile maps and showed the prototype to a group of visually impaired youth and instructors visiting our university for feedback. We present and discuss our findings, provide an overview of the prototype design process, and outline future work.

While Do-It-Yourself (DIY) approaches to producing customized assistive technology (AT) have been shown to support end-user agency and further technology democratization, research has shown that the utilization of digital fabrication tools requires a high level of technical expertise as well as financial investment. Facilitation of collaborations between end users and makers is a possible solution to these issues, however, previous efforts have uncovered issues around shared language, lack of consistent communication, and liability concerns. A promising direction for addressing these issues is to conceive of new types of multi-organizational collaborations that draw on complementary strengths. We explored these possibilities through an Action Research study in which we collaborated with the Maryland department of disability to launch a state level DIY-AT program. Through developing and supporting this program, we studied motivations for participation, relationships to creating and customizing AT, how individuals participated in and grew the program, and how the program allowed for individuals to reflect on their disabilities and AT use. Our findings generated an ecosystem model describing the interdependent relationships between and roles held by each stakeholder in the state DIY-AT program as well as a description of how this ecosystem encouraged expanding and transcending the understandings and definitions of AT and disability. We offer lessons learned for the design of future government-supported DIY-AT programs and reflections on the role of HCI researchers within these ecosystems.

As exploration of living media, biology, and biotechnology advances HCI, researchers call attention to implications for ethics. We respond with a qualitative study of audience engagement with multimedia bioart installation. Bioart comprises a transdisciplinary practice that brings diverse perspectives in art, science, and technology into dialogue and engages audiences. Understanding a bioart exemplar, Raaz, as disrupting habitual modes of being, we investigate audience experiences in three contexts, elaborating transdisciplinary community engagement that takes seriously living media and biotechnology and informs HCI broadly through vital authenticity, performative reflection, empowered critique, distributed expertise, and revealed dynamics. We discuss how transdisciplinary community engagement functions as a mode of inquiry and design that supports inclusive liminal experiences.

In this study, we explore the experiences of LGBTQIA+ individuals with disabilities in community centers in the United States, with a focus on the role of assistive technology (AT). Our research addresses three key questions: (1) How do LGBTQIA+ individuals with disabilities navigate intersecting identities in community centers? (2) How do social connections impact AT use in these environments? (3) How do community center norms and structures influence AT use? Through 11 semi-structured interviews, we examine the challenges and barriers faced by people with disabilities, their motivations for visiting centers, the impact of social dynamics, structures, and norms on AT use, and the importance of social connections. To address these challenges and foster lasting change, we offer recommendations for designing more inclusive and affordable AT, nurturing interdependence, and promoting collaboration between LGBTQIA+ community centers and disability organizations.

Digital fabrication methods offer exciting opportunities for producing customized assistive technology (AT). However, utilizing these tools currently requires a high level of technical expertise as well as time and money investments. Furthermore, facilitating collaboration between end users and makers needs effective and inclusive approaches with shared language and support for asynchronous, dispersed communication of design requirements. While these Do-It-Yourself (DIY) approaches are shown to support end-user agency and furthering technology democratization, research has to yet explore how they can further align with social justice values and practices. We explored these possibilities by facilitating DIY-AT design with students with disabilities within a university makerspace. By explicitly encouraging participants to consider social justice issues important to them as they engaged in DIY-AT design, we studied the considerations and supports needed for facilitating flexible co-design activities and broader conversations about accessibility barriers at the university. Adopting a transdisciplinary approach, we offer lessons learned about the potential of co-designing DIY-ATs as a way to investigate questions of social justice, inclusion, and access in academic contexts.

The future of accessibility research is a topic we take up every day as researchers; yet it is important also to step back and ask ourselves about the most important, and overlooked, areas for inquiry in our field. With the rapid pace of change in both computational capabilities and the environmental, social, and political context in which disability plays out, we believe this is a critical time for such inquiry. This is even more important given the relatively narrow set of topics that accessibility research has focused on for most of our field’s history. We invite our community to come together to define what the next generation of accessibility research should engage with.

Understanding how to design and implement equity-based approaches to technology-rich learning can lead to increased and diversified participation in computing. Do-it-yourself (DIY) and maker approaches to interactive technology learning have been hailed as potential equalizers of science, technology, engineering, and math (STEM) education for underserved youth, a narrative challenged by scholarship that has shown that if not designed carefully, making can be exclusionary and hegemonic. Equity-based approaches to making have identified the crucial role of community educators to prioritize community assets and learner participation. We studied educators’ strategies and youth outcomes in four afterschool maker programs in urban recreation centers. Community educators used several equity-based strategies to engage youth that included: identifying their interests through direct conversation and indirect signaling, customizing program activities to respond to interests, and encouraging self-expression and authenticity. These strategies led to increased social connections among youth, and increased technology self-efficacy and project ownership.

Understanding the uptake and use of digital coordination and communication tools by youth trainees would inform the creation of effective technical training approaches for preparing the next generation of the future workforce that often need to draw on these skills to do their jobs in hybrid working contexts. Despite growing research on the use of informal communication methods, such as chatting, in the workplace, little is known about how youth who have grown up with access to interconnected technologies encounter them in workplace training contexts and how they can be supported in using them effectively. In this study, we investigated youth employees' use of Slack, a popular workplace chatting tool, in an after-school 3D print shop. Using primarily quantitative data from workplace chat logs and participant and direct observations, we looked into youth employees' Slack adoption and use in a technical training context. Our findings show that while the youth used Slack for coordinating print jobs and troubleshooting, they faced a number of challenges preventing them from substantially and consistently using the tool. Furthermore, the youth initially had difficulty using the communication tool consistently. However, over time and with increased experience and structure, their uptake of the technology improved, and in particular, senior employees and the later cohort were able to communicate more consistently and effectively at work.

Digital technological advancements have been a driving force in the continued evolution of the modern workplace. One notable change is an increased reliance on informal chatting tools in support of both distributed and co-located work. However, while researchers have recognized the growing prominence of these tools in work, little is known about how to best support youth who have grown up with access to interconnected technologies in acquiring and practicing the relevant skills needed to effectively communicate using these tools. In this study, we studied youth's utilization of Slack, a popular workplace chatting tool, in an after-school 3D print shop. Using in-depth semi-structured interviews, we uncovered the factors that supported or hindered youth employees' Slack use in a technical work context. This work offers implications for how to design youth workplace communication and coordination protocols that support the needs of this population.

There are multiple perspectives that must be considered while designing a limb: The engineering requirements, the visual and aesthetic appeal, the needs and wants of the client, and how these designs impact users physically, socially, and mentally. Historically, the main focus of design has been on the engineering requirements while neglecting the individual's needs or desires for aesthetics which are seen as secondary concerns. However, these aspects still hold important roles in how the user views and connects with their own limb. In order to better understand the impact that aesthetic design has on the individual, this exploratory case study aimed to create custom-designed prosthetic limb covers for lower limb amputees. This poster includes the findings of the research and design process, including related works, the interview, design, and prototyping processes, as well as issues that occurred during the project and how they were either overcome or could be addressed in the future.

Digital fabrication methods have been shown to be an effective method for producing customized assistive technology (AT). However, the skills required to utilize these tools currently require a high level of technical skill. Previous research showed that integration of these skills within physical therapy training is appropriate but that the level of technical difficulty required can be an issue. We worked to address these issues by introducing a group of PT students to maker concepts and having them develop custom AT for real end users with the help of makers. We present three considerations when integrating making into PT curriculum: 1) including all stakeholders, 2) developing interdisciplinary competencies for PTs and makers, and 3) leveraging academic training programs to connect makers and PT students. In this paper, we contribute to knowledge on how to facilitate the 3D printing of customized ATs for PT students by connecting them with a community organization that provides digital fabrication services and technical expertise. By connecting multiple stakeholders (i.e., PT students, digital fabricators, and AT users), we offer an approach to overcome time and capacity constraints of PT students to utilize advanced fabrication technologies to create customized ATs through connecting them to professional makers.

The COVID-19 pandemic continues to have a significant impact on people's lives worldwide. Research has shown that these impacts are distinct for different populations and often exasperate existing inequities and challenges. Within this landscape, the experiences of refugees with disabilities and mental health challenges are understudied. There is a need to better understand the challenges that refugees with disabilities and their families face in host countries during the pandemic and investigate strategies used to overcome them to inform future inclusive pandemic preparedness efforts. In this paper, we report findings from interviews conducted during the first year of the COVID-19 pandemic with four experts who serve refugees in the US. Participants described the impact of the pandemic on refugees, explained challenges that the prevailing political conditions of the time added to refugees’ experiences, and identified several strategies for resilience they experienced in the communities they serve.

People with disabilities in Low- and Middle-Income Countries (LMICs) have limited access to digital assistive technologies (ATs). Most ATs in LMICs are manufactured elsewhere and are expensive and difficult to maintain. Do-It-Yourself Assistive Technologies (DIY-ATs) designed, customized, and repaired by non-technical users offer exciting directions in these contexts. We have been exploring the possibilities and challenges of DIY-ATs in Western Kenya, using community-engaged workshops in rural and urban special education schools for the past three years. We present findings from a concluding-stage research activity: a multiple stakeholder focus group where teachers, disability advocates, and representatives from the local government and technology innovation hubs, discussed the possibilities and challenges of addressing disability issues through DIY-ATs in this context. Participants identified opportunities for DIY-ATs for social inclusion, disability assessment, and inclusive education, and shared concerns about their sustainability, safety, and contextual relevance.

Assistive navigational technologies offer considerable promise to people who are blind. However, uptake of these technologies has traditionally been lower in low and middle income countries (LMICs), where levels of investment and maintenance in infrastructure differ from upper middle (UMICs) and high income countries (HICs). In this paper, we describe a qualitative study undertaken with 14 people who identify as legally-blind in an LMIC (India) to understand their experiences and strategies used when navigating within a metropolitan area. We highlight a set of scenarios impacting people who are blind within the context studied. These include crossing busy highways, navigating in the rainy season, collaborating with others to navigate at night, and using older public transportation. Our work brings attention to areas where the latest successful and well-publicized innovations in blind navigation may fall short when used in an Indian metropolitan area. We suggest that designers should be cognizant of the role that infrastructure (particularly its shortcomings) and environmental factors may play when navigating in LMICs such as India, with a view to designing assistive navigational technologies to better match the needs of users within these contexts.

There is increasing interest within the HCI community about working with living organisms in the design of interactive systems. Bioartists and community lab participants have worked with living organisms for decades. Their motivations for doing so include artistic expression, design innovation, and activism. We interviewed 12 artists, community lab organizers, and researchers who work with or facilitate work with living organisms. Participants expressed perspectives on working with living organisms and described bioart as an effective practice for engaging and informing the public, fostering transdisciplinary collaborations, and facilitating inspiration and learning from organic processes. They also discussed questions of agency and consent, among other ethical issues in this context. Based on our findings, we present future directions to investigate the potential of hybrid living media interfaces to engage and educate human users, open up possibilities for transdisciplinary collaborations, and participate in ethical dialogues on emerging technologies in a new way.

Hybrid interactive systems that combine living and digital components can engage, educate, and inform users, and are of growing interest in the HCI community. Advances in synthetic biology are transforming what is possible to do with these living media interfaces (LMIs). Bioart is a practice in which artists, often using synthetic biology methods, work with living organisms to creatively explore the human relationship with nonhuman organisms. We present results from an interview study with expert bioartists as well as our hands-on experience in a bioart project where we created poetry-infused wine by encoding and inserting a Persian Sufi poem into the DNA sequence of living yeast cells. We find that engaging in bioart practice generates transdisciplinary fluency with implications for access and activism and our understanding of the qualities of living media. We further explore the qualitative aspects of interacting directly with DNA and implications for sustainable futures.

Drones are an exciting technology that is quickly being adopted in the global consumer market. Africa has become a center of deployment with the first drone airport established in Rwanda and drones currently being used for applications such as medical deliveries, agriculture, and wildlife monitoring. Despite this increasing presence of drones, there is a lack of research on stakeholders' perspectives from this region. We ran a human-drone interaction user study (N=15) with experts from several sub-Saharan countries using a co-design methodology. Participants described novel applications and identified important design aspects for the integration of drones in this context. Our results highlight the potential of drones to address real world problems, the need for them to be culturally situated, and the importance of considering the social aspects of their interaction with humans. This research highlights the need for diverse perspectives in the human-drone interaction design process.

This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programs generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged.

Customizable systems that let children and adults with disabilities control audio playback can support different forms of therapy, including music therapy and speech-language therapy. We present SenseBox, a low-cost, open-source, customizable hardware/software prototyping platform to turn everyday objects into audio triggers for people with disabilities. Users can add tags to physical objects that when in proximity to SenseBox trigger the playback of associated audio files. We designed SenseBox with input from three therapists and an assistive technology expert. We detail our human-centered design process that took place over 16 months and describe a detailed example use case where SenseBox was used to create an accessible music player for a child with cognitive disabilities. This project illustrates how to design physical computing prototyping platforms for therapists to create customized interfaces for their clients without requiring prior programming or design experience.

Customizing assistive technologies based on user needs, abilities, and preferences is necessary for accessibility, especially for individuals whose abilities vary due to a diagnosis, medication, or other external factors. Adaptive Assistive Technologies (AATs) that can automatically monitor a user's current abilities and adapt functionality and appearance accordingly offer exciting solutions. However, there is an often-overlooked privacy tradeoff between usability and user privacy when designing such systems. We present a general privacy threat model analysis of AATs and contextualize it with findings from an interview study with older adults who experience pointing problems. We found that participants had positive attitude towards assistive technologies that gather their personal data but also had strong preferences for how their data should be used and who should have access to it. We identify a need to seriously consider privacy threats when designing assistive technologies to avoid exposing users to them.

Adaptive assistive technologies can support the accessibility needs of people with changing abilities by monitoring and adapting to their performance over time. Despite their benefits, these systems can pose privacy threats to users whose data is collected. This issue is amplified by the ambiguity on how user performance data, which might reveal sensitive health data, is used by these applications and whether similar to medical data it is protected from unauthorized sharing with third-parties. In interviews with older adults who experience pointing difficulties, we found that participants felt a lack of agency over their collected pointing data and desired clear communication mechanisms to keep them informed about the privacy characteristics of adaptive assistive systems. Based on this input, we present an icon set, that can be used in online application stores or with the licensing agreements of adaptive systems, to visually communicate privacy characteristics to users.

Automatic Gender Recognition (AGR) refers to various computational methods that aim to identify an individual's gender by extracting and analyzing features from images, video, and/or audio. Applications of AGR are increasingly being explored in domains such as security, marketing, and social robotics. However, little is known about stakeholders' perceptions and attitudes towards AGR and how this technology might disproportionately affect vulnerable communities. To begin to address these gaps, we interviewed 13 transgender individuals, including three transgender technology designers, about their perceptions and attitudes towards AGR. We found that transgender individuals have overwhelmingly negative attitudes towards AGR and fundamentally question whether it can accurately recognize such a subjective aspect of their identity. They raised concerns about privacy and potential harms that can result from being incorrectly gendered, or misgendered, by technology. We present a series of recommendations on how to accommodate gender diversity when designing new digital systems.

As digital fabrication technology has become mainstream, the increased demand for 3D printed objects has created a new market for professional outsourcing. Given that most of this work does not require advanced training, and is an appropriate entry-level manufacturing job, there is an exciting opportunity to employ youth already skilled in "making" and interested in technology to do this work as an after-school job. The combination of this new technology and workforce calls for new workflows that streamline client-driven digital manufacturing. However, the limitations of current digital fabrication technology and youth schedules require that this work be spread between multiple shifts, necessitating employees to coordinate and handoff their work. We investigated the collaborative practices between youth employees while working on client jobs in a 3D print shop during one year of field work. In this paper, we describe instances where youth employees successfully, and unsuccessfully, handed off work between shifts and identify techniques utilized by youth to support successful handoffs, including: counting physical artifacts, using asynchronous chat programs, and documenting work. We then discuss the impact of the print shop manager's presence, physical characteristics of 3D prints, and youth perspectives of work on the selection of and effectiveness of these techniques. Finally, we offer lessons learned from successful handoffs in the print shop and recommendations for supporting youth in collaborative work environments.

Transgender individuals in the United States face significant threats to interpersonal safety; however, there has as yet been relatively little research in the HCI and CSCW communities to document transgender individuals' experiences of technology-mediated safety and harm. In this study, we interviewed 12 transgender and non-binary individuals to understand how they find, create, and navigate safe spaces using technology. Managing safety was a universal concern for our transgender participants, and they experienced complex manifestations of harm through technology. We found that harmful experiences for trans users could arise as targeted or incidental affronts, as sourced from outsiders or insiders, and as directed against individuals or entire communities.. Notably, some violations implicated technology design, while others tapped broader social dynamics. Reading our findings through the notions of 'space" and 'place," we unpack challenges and opportunities for building safer futures with transfolk, other vulnerable users, and their allies.

Digital living media systems consist of living organisms combined with electronic components and can reflect or represent information to users (e.g., as an ambient display). We have developed, Rafigh, a digital living media system that utilizes the growth rate of a living mushroom colony to reflect users' digital application use. We used Rafigh to study how digital living media systems can 1) motivate children to use therapeutic and/or learning digital applications, and 2) increase communication and collaboration in the home setting. We conducted two in situ case studies with four children and their caregivers which showed that the system successfully motivated two of the children to use target applications and created communication and collaboration in the home setting. Additionally, the two children were not deterred by the slow changes in the system. We discuss the implications for using digital living media systems to engage and motivate children through dynamics of caring and responsibility.

Including children with communication disorders in the participatory design and evaluation of digital technologies is challenging, as communication between designers and users - an important part of this approach - can be impacted. Using Participatory Design with Proxies (PDwP) supports the inclusion of input from different stakeholders, such as parents, teachers and Speech-Language Pathologists (SLPs), who can provide valuable insight and feedback to augment direct input from users, which may be severely limited. We describe how we used PDwP to design a digital living media system that motivates children with disabilities to use digital therapeutic and learning applications and supports communication and collaboration between users. We employed an iterative design process to fabricate three functional prototypes and used them as design probes in participants' home and school settings. We present lessons learned in the form of the strengths and shortcomings of using PDwP for designing systems for children with limited communication abilities.

Individuals who experience temporary, intermittent, or gradual changes in pointing ability may encounter frustrating experiences when using computer input devices. Personalized pointing systems that automatically assess changes in performance and provide individualized information and assistance may benefit these users. However, there has been little inquiry into this populations' expectations for interacting with these types of systems. We describe a participatory design process in which we used a technology probe to assess the information needs and expectations of 27 individuals who experience occasional changes in pointing ability, through interactions with and discussion regarding a high-fidelity personalized pointing prototype. Participants preferred notification and adaptation interactions that provided them with control and explanation of system actions, instead of abstract notifications and automatic adaptations. We describe how we applied these finding in the design of the PINATA system.

HCI and CSCW researchers and practitioners are increasingly working in complex social and political contexts where their research activities involve emotional labor and where they have to confront moral and emotional dilemmas. Given the potential impact of these challenging situations on the wellbeing of researchers in the field, there is much need for a discourse on affective impact of research on the researcher. In this workshop, we invite discussion and reflection on the experiences of distress and the role of informal coping mechanisms (e.g., personal narratives) to address them. We will create a forum where researchers and practitioners can discuss and share experiences of projects in sensitive settings and work towards guidelines to inform future projects.

Digital media have great potential as tools for selfexpression and artistic exploration. We seek to enrich the discussion of challenges and benefits associated with using digital design methods and materials with children in developing countries through a case study. Our contributions to this discussion are based on our involvement in facilitating a twoday codesign workshop with 25 marginalized children in Oaxaca, Mexico. Together, we explored, designed and implemented digitally augmented paper artifacts based on traditional folk art from the children's native region. We analyzed the artworks and observed the children during the workshop to inform our research. Lessons learned include the importance of establishing trust though local contacts, incorporating relevant cultural and social elements, planning concrete outcomes and using technology appropriately. We hope that this detailed case study may serve as an exemplar, by providing insights and inspiration for other designers, researchers, and developers when planning, carrying out, and studying workshops.

Digital games can engage children in therapeutic and learning activities. Incorporating living media in these designs can create feelings of empathy and caring in users. We present, Rafigh, a living media interface designed to motivate children with speech disorders to use their speech to care for a living mushroom colony. The mushrooms' growth is used to communicate how much speech is used during interaction.

In the face of increasing urbanization and lack of contact with nature, it is important to design systems that facilitate a re-connection or at least dialogue around our interaction with living beings. Rafigh, an empathetic living media interface, is designed to motivate children and adults to care for a living mushroom colony by engaging in collaborative and learning activies.

Previous research has identified many characteristics of social networks that can support creative collaboration. To examine the possibilities and issues involved, we created a collaborative poetry project on the popular social network Facebook. Nineteen participating poets from five cities contributed to a multimedia poem written in two languages.

For many users with a physical or motor disability, using a computer mouse or other pointing device to navigate the web is cumbersome or impossible due to problems with pointing accuracy. At the same time, web accessibility using a keyboard in major browsers is rudimentary, requiring many key presses to select links or other elements. We introduce KeySurf, a character controlled web navigation system which addresses this situation by presenting an interface which allows a user to activate any web page element with only two or three keystrokes. Through an implementation of a user-centric incremental search algorithm, elements are matched according to user expectation as characters are entered into the interface. We show how our interface can be integrated with a speech recognition input, as well as with specialized on-screen keyboards for people with disabilities. Using the user's browsing history, we improve the efficiency of the selection process and find potentially interesting page links for the user within the current web page. We present the results from a pilot study evaluating the performance of various components of our system.