Ethical Concerns when Working with Mixed-Ability Groups of Children

TL;DR

The paper identifies persistent ethical gaps in including children with disabilities in HCI/HRI research and argues that traditional prescriptive ethics fail to address the dynamics of mixed-ability settings. It advances a critical, iterative approach rooted in micro-ethics, care ethics, and participatory/community-led design, illustrated through two case studies: mixed-visual ability collaborative CT activities with a tangible robot, and neurodiverse classroom co-design of a robotic game. The authors contribute a holistic framework that emphasizes situational ethics, transparency, and relational care, along with concrete observations and guidelines to balance inclusion, learning opportunities, and research integrity. This work offers practical guidance for conducting inclusive educational technologies research and participatory design in real-world classroom contexts, with implications for researchers, educators, and policy makers.

Abstract

Accessibility research has gained traction, yet ethical gaps persist in the inclusion of individuals with disabilities, especially children. Inclusive research practices are essential to ensure research and design solutions cater to the needs of all individuals, regardless of their abilities. Working with children with disabilities in Human-Computer Interaction and Human-Robot Interaction presents a unique set of ethical dilemmas. These young participants often require additional care, support, and accommodations, which can fall off researchers' resources or expertise. The lack of clear guidance on navigating these challenges further aggravates the problem. To provide a base and address this issue, we adopt a critical reflective approach, evaluating our impact by analyzing two case studies involving children with disabilities in HCI/HRI research.