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In Brazil, many D/deaf persons use the country's official sign language, Libras, to communicate and develop a sociocultural identity. For most Libras users, learning how to read and write in Portuguese, the country's official written language, is a challenge. To address the problem, we present a framework for codesigning accessible technologies for and with D/deaf persons. In this paper, we describe and analyze the case study of an environment to support the teaching–learning process of written Portuguese as a second language. Our main contribution is the documented experiences of codesigning with D/deaf and hearing participants, through individual and collaborative work, which increased confidence and creativity and enhanced empathy through sharing own experiences. Various types of participants were included through the entire framework process, and important values were reinforced, such as ownership and self-determination. [ABSTRACT FROM AUTHOR]

For researchers interested in analyzing participants' self-reflection about their emotional experience during user studies, having an instrument designed for a specific target user can be seen to show empathy for providing socio-cultural elements that involved parties feel a connection with. In user studies, communication mediation between sign language users and non-signers may include a bias; therefore, direct communication between the involved parties is welcome to reduce this risk and expand sign language users' autonomy. This paper presents the Emotion-Libras, a self-report instrument to collect emotional responses of sign language users after interacting with technology and report findings from a user study. We conducted a focus group with five sign language users to collect their perceptions regarding the three design alternatives of the instrument. As a result, participants selected the best-fitted design interface of the instrument and also found room for improvement in video quality, language choice, written labels and user control. [ABSTRACT FROM AUTHOR]