| Questions
from
Andreas L. Larsson, PhD
Luleå University of Technology
for
FUNKTIONEERING Magazine
What would you say are the key differences between
working on ordinary product development projects and development of assistive
technology devices?
In most situations a product developer would likely be a potential user of the
device to be created and would therefore have a good idea of how it should
work. However, an engineer working on developing an assistive technology
product would most likely NOT use the device being developed and might not
fully understand or appreciate the subtleties required of the design. So the
engineer must rely heavily on the needs and preferences of the targeted
population of individuals who will ultimately buy and use the device. While the
designer has the expertise to develop a working device, the product's users
define a successful product. If it doesn't meet their needs, it is a failure -
even though it may be a technological work of art. Designers must therefore
work closely with users in all stages of development - from conception to
testing - to insure that a truly beneficial product is created.
What do the students learn by actually working
closely with persons with disabilities throughout the design process? (This is
rarely the case in Swedish classes.)
I would hope that students learn about the nature of disability; learn to
observe and listen to individuals with disabilities (and their family) as they
express their needs, desires, and preferences; and learn to include people with
disabilities as an integral partner of their design team. Individuals with
disabilities often have a lifetime of experience living with different
capabilities. Students must address these kinds of differences in the design of
specialized products that specifically serve consumers who are disabled (or
elderly) - or to incorporate design features that would broaden the use of
products for a wider market.
How do students benefit from working with public
and private sources in the community?
In working with community agencies and commercial companies that serve
individuals with disability, students get a comprehensive understanding of the
needs of a particular disability group - such as veterans, people with low
vision or blindness, or stroke survivors. Whereas a single point of view comes
from an individual, the needs of a larger community are better articulated by
an organization that represents a group. It is important to understand that two
individuals who are blind may have very different needs. So, if a assistive
technology engineer designs a device with advice from just one user, the
resultant device may only solve the needs of that one user. A device designed
with input from many users will better serve a wider range of needs and thereby
help more people.
Any random thoughts on education and assistive
technology that you would like to share?
I believe that assistive technology can be the basis for many socially
rewarding student and research projects - not only in Mechanical Engineering,
but also in Electrical Engineering, Computer Science, and Human Biology. It is
my desire to create a laboratory and form a collaboration of students and
educators within these discliplines to address the technology needs of people
with disabilities and the elderly.
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