Ingo Karl Bosse and Bastian Pelka
People with disabilities (PWD) produce aids using 3D printing in an inclusive MakerSpace in Germany. This study aims to demonstrate the pathways enabling people with disabilities…
Abstract
Purpose
People with disabilities (PWD) produce aids using 3D printing in an inclusive MakerSpace in Germany. This study aims to demonstrate the pathways enabling people with disabilities to be “makers” of aids, creating a “medium-quality market”.
Design/methodology/approach
This study conceptualizes the foundation of the MakerSpace as a social innovation and traces supporting and hindering factors on three different layers: normative, structural and functional contexts.
Findings
3D printing can empower PWD to design and construct aids by themselves. The emerging “medium-quality” market offers potentials for availability for individualized aids. The design-thinking method used and the developed scalable approach empower PWD to create aids that best meet their own needs. The study found three arguments for printing aids that involve 3D printers: “New”: objects that are not available without a 3D printer. “Better”: objects that are available through established channels but were produced either more cheaply, quickly or on a more individualized level. “More”: objects that are available through other channels, but where 3D printing allows more of them to be produced for more people.
Research limitations/implications
The qualitative study has limitations because of sample size and context dependency. Research has only been carried out in Germany. Future research should be conducted in other countries to generalize the results.
Practical implications
The article allows to understand the emergence of a new market for aids. It can steer producers (including PWD or sheltered workshops) in producing new aids and making them available to more people.
Social implications
Understanding the functioning of the “new market for aids” can boost the accessibility of aids. Empowering PWD to produce aids can support their independence, self-determination and self-esteem. Supporting PWD to become producers of aids can support them in becoming experts and boost the quality and availability of aids.
Originality/value
All data presented has been collected by the authors.
Details
Keywords
Ingo Karl Bosse, Daniela Nussbaumer and Dennis Christian Hövel
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of…
Abstract
Purpose
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of learning technologies (LT) in inclusive and special education. They mostly provide findings for specific groups, technologies, and countries. This systematic review aims to identify changes in the use of information and communication technologies (ICT) as LT that evolved globally in inclusive and special education over the last 12 years.
Design/methodology/approach
Web of Science, Scopus, and EBSCOhost were systematically searched for publications for 2012 to 2023. Only peer-reviewed English publications were included to ensure a comprehensive review. The findings of the 421 included papers were then analysed, reflecting diverse perspectives at the technology, learners, teachers, and institutional levels.
Findings
The most used devices were computers, iPads/tablets, and specifically designed apps. More studies were conducted in separate settings than in inclusive ones. The primary participant groups were students on the autism spectrum. More than half the research publications were related to technology use. Technology development was the most common research objective, with approximately 40% of test hypotheses based on standardised tests or observations.
Research limitations/implications
By shifting the focus from specific disabilities to a more usability-based approach, we can envision a future in which the quality of education for all students is substantially improved.
Practical implications
LT have the potential to significantly contribute to creating the least restrictive learning environment for students in need of special educational support. One step for practitioners is to consider the interdependencies between the different dimensions of heterogeneity relevant to digital inclusion. In order to solve these complex pedagogical tasks appropriately, multidisciplinary cooperation is necessary, involving experts in technical, pedagogical, didactic and inclusive education in digitalised societies.
Originality/value
All data were meticulously collected and analysed to ensure credibility and originality.