Other affiliations: Canterbury Christ Church University, Higher Colleges of Technology, Women's College, Kolkata ...read more
Bio: Simon Hayhoe is an academic researcher from University of Bath. The author has contributed to research in topics: Visual arts education & Mobile technology. The author has an hindex of 11, co-authored 73 publications receiving 354 citations. Previous affiliations of Simon Hayhoe include Canterbury Christ Church University & Higher Colleges of Technology.
Papers published on a yearly basis
TL;DR: The first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intellectual impairments was presented in this paper, where the authors focused on the first three categories of participants.
Abstract: This paper reports on the first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intellectual impairments. It was i...
27 Sep 2008
TL;DR: Arts, Culture, and Blindness as mentioned in this paper is the first book to study adult and child art students actually participating in courses designed with their needs in mind in universities and schools for the blind.
Abstract: Arts, Culture, and Blindness is the first book to study adult and child art students actually participating in courses designed with their needs in mind in universities and schools for the blind. In doing so it uniquely delves into the topic of the culture of education and society and its affects on an understanding of blindness and the visual arts. Furthermore, through an analysis of individual and group behaviour, the book also introduces a new cultural model for studying blindness and disability, investigates the social influences on the nature of blindness and the treatment of people who are blind, and examines the influences that have affected the self belief of blind students and the way they create art. There are a number of books on the education of people who are blind or deaf. However, these are largely descriptive or based on experimental rather than observational or social research. Furthermore, books that have analysed blindness and the arts only analyse tactile perception in the education of students who are blind, not social and cultural factors. In addition, although there have been many books and articles analysing research on the perception of aesthetics and blindness, there are only two, one first published in the 1950s and now long out of print (Lowenfeld & Brittain, 1987), and the other published in 2003 (Axel & Levent, eds., 2003) that consider the practice of this subject in depth. In particular, there have been no books solely addressing the culture of arts education by non-visual means. In the Handbook of Disability Studies (Albrecht, Seelman, & Bury, 2001), Albrecht also identified the need for more works on the experience and cultural history of disability. In this respect, this book represents a unique study of the theory of blindness and the arts. In its first section it analyses traditional models of blindness and disability, finding that the history of disability is more a reflection of changes in society towards its scientific study and classification. This book then presents a unique social psychological study of arts students, both children and adults, in situ, their understanding and practice of the arts, particularly the visual arts, and their reaction to the attitudes of their teachers, past and present. In researching the material for Arts, Culture, and Blindness, the author has collaborated with internationally renown charities in the area of blindness, galleries, exhibitions and art, such as Art Education for the Blind, New York and BlindArt, London, leading to interest from museum and gallery professionals in his work. University courses and practising teachers can also benefit from this book. In particular, there are few resources which directly relate to studies of teaching practise in undergraduate and postgraduate courses specialising in the education of students with physical disabilities, or students studying for undergraduate, postgraduate and research degrees in subjects such as disability studies, sociology, social and applied psychology, and fine art and design.
TL;DR: Hayhoe as discussed by the authors investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences.
Abstract: In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences. The three case studies he presents support his hypothesis that, for blind visitors, proximity to works of art is at least as important as perceiving the art itself. This finding questions Gombrich's theory of the economy of vision and Jay's theory of scopics and supports the notion that exclusion from art in this context is more passive than active.
TL;DR: In this paper, a structured research review was used to examine the ways in which AR being used in, or developed for, museums to support access for disabled people and /or those with cognitive or sensory impairments.
Abstract: Augmented reality (AR) technology possesses several affordances that can support disabled museum visitors. A structured research review was used to examine the ways in which AR being used in, or developed for, museums to support access for disabled people and /or those with cognitive or sensory impairments. It also considers the extent to which the underpinning research approaches are inclusive. The findings suggest that AR can positively transform aspects of disabled users’ museums experiences. However, disabled people’s involvement in AR research, intended for use by them, appears problematic.
31 Dec 2011
TL;DR: This chapter describes an investigation into the premise that blind programmers and web-developers can create modern Graphical User Interfaces (GUI) through perceptions of MulSeMedia, and whether perceptual culture has a role in this understanding.
Abstract: This chapter describes an investigation into the premise that blind programmers and web-developers can create modern Graphical User Interfaces (GUI) through perceptions of MulSeMedia, and whether perceptual culture has a role in this understanding. Its purpose it to: 1) investigate whether the understanding of computer interfaces is related to perceptual culture as well as perceptual ability; 2) investigate whether it is possible for a person who has never seen to understand visual concepts in informational technology through non-visual senses and memories; and 3) provoke questions as to the nature of computer interfaces, and whether they can ever be regarded as MulSeMedia style interfaces. Beyond this, it proposes to: 1) inform accessible MulSeMedia interface design; and 2) investigate the boundaries of accessing computer interfaces through non-visual perceptions and memories. In order to address these aims and objectives, this chapter discusses the following two research questions:1) Is the perceptual culture of a blind person as important as physical level of blindness in being able to understand, work with, learn how to use or create and program Graphical User Inerfaces (GUIs)?2) Can a cultural model of understanding blindness in part explain the difficulties in adapting Windows MulSeMedia applications for blind people? The study found that programmers who had been introduced to, and educated using a range of visual, audio and /or tactile devices, whether early or late blind, could adapt to produce code with GUIs, but programmers who were educated using only tactile and audio devices preferred to shun visual references in their work.
01 Jan 2009
TL;DR: A brief overview of the status of the Convention as at 3 August 2007 is presented and recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are described.
Abstract: The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.
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01 Jan 1994