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S. Deivanayagam

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Publication statistics

Pub. period:1991-1994
Pub. count:4
Number of co-authors:12

Co-authors

Number of publications with 3 favourite co-authors:

Andris Freivalds:2
A. Mital:1
D. Malzahn:1

Productive colleagues

S. Deivanayagam's 3 most productive colleagues in number of publications:

Colin G. Drury:32
Gregg C. Vanderhei..:31
Andris Freivalds:22

Calendar

May 27

13th Intl. Conf. on New Interfaces for Musical Expression

May 28

Graphics Interface 2013

May 29

Boston UXPA Usability and UX Conf. 2013

May 24

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S. Deivanayagam

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Publications by S. Deivanayagam (bibliography)

1994

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Mital, A., Deivanayagam, S., Malzahn, D., Wiker, S., Vanderheiden, Gregg C. and Freivalds, Andris (1994): Educating People with Disabilities. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. p. 417.

“Accommodating individuals with disabilities in the workplace is a rapidly growing concern. Furthermore, those who are functionally impaired are in a dire need of assistance. In a classroom, the main function of a student is to learn. Learning is facilitated by an instructor's lectures, writings on the board, use of audiovisuals, etc. Generally, it is presumed that students do not have any common functional impairments (visual, auditory, etc.) and, therefore, no special effort is made to accommodate those who may have such impairments. Obviously, the learning of a legally-blind student or one who has impaired hearing, for example, will be compromised if no assistance is provided. Then there are issues such as providing reading materials for the blind (college catalogues, lecture notes, etc., in braille?). What should be done? The purpose of this panel discussion is to, in general, address and discuss the issues involved in educating people with disabilities, particularly those that are not very obvious or visible (ex., wheelchair confinement). How should university campuses resolve this problem in this age of dwindling resources? Sensitive issues, such as "Needs of the many versus the needs of the few?" and "What responsibility do we have to the few that really need such assistance?", also need to be resolved.”

1993

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Deivanayagam, S. (1993): Integrating Industrial Projects in Ergonomics Courses. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 461-463.

“Ergonomics is a design oriented discipline. Therefore it becomes necessary for the students in any ergonomics course to experience design work as a part of the academic work. It is suggested that this design experience be a real world project derived from an industry rather than a "class-room" exercise. This paper addresses the important aspects of developing the industrial projects and successfully incorporating them in the academic work so that the students derive the full benefit from such experiences.”

1992

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Deivanayagam, S., Bishu, Ram R., Freivalds, Andris, Green, Paul and Lee, Chin (1992): Innovative Ideas for Laboratory Exercises. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. p. 543.

“The panel session is designed to provide a forum for educators to exchange information about the laboratory class exercises. It was observed at the Educators Professional Group there are many common features in the first course taught in human factors/ergonomics area across the nation. The requirement of laboratory experience is one such common feature. The importance of the panel session can be stated in terms of the benefits for all human factors educators. The laboratory experience forms an important and effective component of human factors education. Curriculum updating is a continuous process and educators are always seeking innovative ideas and effective means of delivering the subject matter. The panel session, it is hoped, will serve the purposes of curriculum improvement and delivery in a small but definite way.”

1991

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Deivanayagam, S., Drury, Colin G., Dryden, Robert D., Konz, Stephan and Smith, James L. (1991): ABET Accreditation and Human Factors Engineering Course. In: Proceedings of the Human Factors Society 35th Annual Meeting 1991. pp. 532-533.

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