Cited by 9Design Education and PracticeInnovative Human-Technology InteractionDisability Rights and Representation

DREEM: Moving from Empathy to Enculturation in Disability Related Human-Centered Design

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Baltaxe-Admony, Leya Breanna, Duval, Jared, Ringland, Kathryn E.·2024·The 26th International ACM SIGACCESS Conference on Computers and Accessibility

Abstract

Empathy-building, the first stage in human-centered design, often involves methods that inadvertently reinforce negative stereotypes and biases toward disabled communities. In this work, we introduce a new method: Disability-Related Empathy from Existing Media (DREEM). This method focuses on enculturation rather than traditional ideas of empathy. DREEM leverages media created by disabled individuals to facilitate a deeper, culturally informed understanding. Cultural content is rich with authentic perspectives and tacit design knowledge from people with disabilities. Our four-step process includes (1) discovering relevant media, (2) close reading, (3) reflective journaling, and (4) aggregation of insights. In this article, we present our process of creating DREEM using research through design in multiple research and education contexts. Our findings show that DREEM can be applied in both design classrooms and research contexts to foster a more nuanced understanding of disability for newcomers to the space.

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  • Disability cultural products-including videos, books, games, or podcasts-provide authentic disabled experiences from disabled people, beyond textbooks or technical guidelines.

    “First, disability cultural products-including videos, books, games [6], or podcasts [1]-provide authentic disabled experiences from disabled people, beyond textbooks or technical guidelines.”

    From Where are the Disabled Students?: A Literature Review of Disability Inclusion in Computing Education Research (2026) · cites this paper as [6]

    The Introduction describes close reading media created by disabled people, and §5.1 recommends a range of public media, including videos and text-based work, as ways to engage with their perspectives (page numbers unavailable). The paper does not specifically mention podcasts or compare these sources with textbooks or technical guidelines; those details are not supported by this copy. (LLM, conf=0.82)

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Cited by

Sorted by citations

Authors
Baltaxe-Admony, L. B., Duval, J., & Ringland, K. E.
Affiliations
  • University of California, Santa Cruz (US)
  • Northern Arizona University (US)
Venue
The 26th International ACM SIGACCESS Conference on Computers and Accessibility
Publisher
ACM
Published
2024-10-27
Pages
1-17
OpenAlex
W4403576728
Cited by
9
References
8
Citations by year
2026: 5 · 2025: 4
FWCI
11.54
Type
conference paper
Language
en
Open access
Locations
International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) (publishedVersion, cc-by)
Topics
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
  • Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
  • Social Sciences › Safety Research › Disability Rights and Representation
Keywords
disability, human-centered design, empathy, enculturation, disability stereotypes, design education, research through design, close reading, reflective journals

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