Skip to main content

Methodology for Co-designing Learning Patterns in Students with Intellectual Disability for Learning and Assessment of Numeracy and Communication Skills

  • Conference paper
  • First Online:
Universal Access in Human-Computer Interaction. User and Context Diversity (HCII 2022)

Abstract

People with ID tend to need support with most daily tasks, require time for cognition and multiple repetitions during learning of basic skills (APA 2013).Developing their visual learning ability, communication and numeracy skills is important for their daily life but presents challenges. Contextualizing and gamification of communication and numeracy skills into visual formats can help in the learning and assessment processes.Before proceeding to co-design, It is important to explore the existing technological know-how, ability, inclination and acceptance. It is also important to understand accessibility issues and limitations to usage. Teachers, parents and carers are most suited to understand the needs of the students with ID. Semi-structured interviews with such domain experts will help explore the constraints for participant selection, data collection, nature of co-design activities and method of analysis. This knowledge is essential for the success of co-design activities which would include ideation process with the students with ID.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Akpan, J.P., Beard, L.A.: Assistive technology and mathematics education. Univ. J. Educ. Res. 2(3), 219–222 (2014)

    Article  Google Scholar 

  • American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Publishing (2013). http://ebookcentral.proquest.com/lib/ntuuk/detail.action?docID=1811753

  • Aunio, P., Räsänen, P.: Core numerical skills for learning mathematics in children aged five to eight years-a working model for educators. Eur. Early Childhood Educ. Res. J. 24(5), 684–704 (2016)

    Article  Google Scholar 

  • Battocchi, A., et al.: Collaborative puzzle game: a tabletop interface for fostering collaborative skills in children with autism spectrum disorders. J. Assist. Technol. 4, 4–13 (2010)

    Google Scholar 

  • Bouck, E.C., Satsangi, R., Doughty, T.T., Courtney, W.T.: Virtual and concrete manipulatives: a comparison of approaches for solving mathematics problems for students with autism spectrum disorder. J. Autism Dev. Disord. 44(1), 180–193 (2013). https://doi.org/10.1007/s10803-013-1863-2

    Article  Google Scholar 

  • Brankaer, C., Ghesquière, P., de Smedt, B.: Numerical magnitude processing in children with mild intellectual disabilities. Res. Dev. Disabil. 32(6), 2853–2859 (2011)

    Article  Google Scholar 

  • Brankaer, C., Ghesquière, P., de Smedt, B.: The development of numerical magnitude processing and its association with working memory in children with mild intellectual disabilities. Res. Dev. Disabil. 34(10), 3361–3371 (2013)

    Article  Google Scholar 

  • Brown, D., McHugh, D., Standen, P., Evett, L., Shopland, N., Battersby, S.: Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Comput. Educ. (2011). https://doi.org/10.1016/j.compedu.2010.04.014

    Article  Google Scholar 

  • Brown, D.J., McIver, E., Standen, P.J., Dixon, P.: Can serious games improve memory skills in people with ID? J. Intellect. Disabil. Res. 52(89), 678 (2008). http://irep.ntu.ac.uk/id/eprint/17156/

  • Cockton, G.: Worth-Focused Design, Book 1: Balance, Integration, and Generosity. Synthesis Lectures on Human-Centered Informatics, vol. 13, no. 2, p. i-143 (2020)

    Google Scholar 

  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., Osher, D.: Implications for educational practice of the science of learning and development. Appl. Dev. Sci. 24(2), 97–140 (2020). https://doi.org/10.1080/10888691.2018.1537791

    Article  Google Scholar 

  • Dorst, K.: The core of ‘design thinking’ and its application. Des. Stud. 32(6), 521–532 (2011)

    Article  Google Scholar 

  • Dorst, K.: Notes on Design How Creative Practice Works. BIS Publishers, Amsterdam (2017)

    Google Scholar 

  • Garrote, A., Moser Opitz, E., Ratz, C.: Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt geistige Entwicklung: Eine Querschnittstudie. Empirische Sonderpädagogik 7(1), 24–40 (2015)

    Google Scholar 

  • Krajewski, K., Schneider, W.: Early development of quantity to numberword linkage as a precursor of mathematical school achievement and mathematical difficulties: findings from a four-year longitudinal study. Learn. Instr. 19(6), 513–526 (2009)

    Article  Google Scholar 

  • Lawson, B.: How Designers Think: The Design Process Demystified. Architectural Press, Oxford (2006)

    Google Scholar 

  • Moser Opitz, E., Schnepel, S., Ratz, C., Iff, R.: Diagnostik und Förderung mathematischer Kompetenzen. In: Kuhl, J., Euker, N. (eds.) Evidenzbasierte Diagnostik und Förderung von Kindern und Jugendlichen mit intellektueller Beeinträchtigung, pp. 123–151. Hogrefe, Bern (2015)

    Google Scholar 

  • Moyer, J.R., Dardig, J.C.: Practical task analysis for special educators. TEACH. Except. Child. 11(1), 16–18 (1978). https://doi.org/10.1177/004005997801100105

    Article  Google Scholar 

  • Obaid, M.A.S.: The impact of using multi-sensory approach for teaching students with learning disabilities. J. Int. Educ. Res. (JIER) 9(1), 75–82 (2013)

    Article  MathSciNet  Google Scholar 

  • Osborn, A.F.: Applied Imagination: Principles and Procedures of Creative Problem Solving, 3rd edn. Charles Scribner’s Sons, New York (1963)

    Google Scholar 

  • Platts, J.: The fault line in Chinese reflective thinking. Philos. Study 3(10), 945 (2013)

    Google Scholar 

  • Prins, P.J.M., Dovis, S., Ponsioen, A., ten Brink, E., van der Oord, S.: Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychol. Behav. Soc. Netw. 14(3), 115–122 (2011). https://doi.org/10.1089/cyber.2009.0206

    Article  Google Scholar 

  • Public Health England: Learning Disabilities Observatory People with learning disabilities in England 2015: Main report About Public Health England (2016). www.facebook.com/PublicHealthEngland

  • Sanders, E.B.N., Stappers, P.J.: Co-creation and the new landscapes of design. Co-design 4(1), 5–18 (2008)

    Google Scholar 

  • Sarama, J., Clements, D.H.: Early childhood mathematics education research. Routledge (2009)

    Google Scholar 

  • Standen, P.J., Brown, D.J.: Mobile learning and games in special education. In: The SAGE Handbook of Special Education: Two Volume Set, Second Edition, pp. 719–730. SAGE Publications Inc (2014). https://doi.org/10.4135/9781446282236.n44

  • Standen, P.J., Anderton, N., Karsandas, R., Battersby, S., Brown, D.: An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities. J. Assist. Technol. 3(4), 4–11 (2009). https://doi.org/10.1108/17549450200900029

    Article  Google Scholar 

  • Van der Molen, M.J., Van Luit, J.E.H., Van der Molen, M.W., Klugkist, I., Jongmans, M.J.: Effectiveness of a computerised working memory training in adolescents with mild to borderline intellectual disabilities. J. Intellect. Disabil. Res. 54(5), 433–447 (2010). https://doi.org/10.1111/j.1365-2788.2010.01285.x

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Pratik Vyas .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Vyas, P., Thakar, R., Brown, D.J., Harris, M.C. (2022). Methodology for Co-designing Learning Patterns in Students with Intellectual Disability for Learning and Assessment of Numeracy and Communication Skills. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. User and Context Diversity. HCII 2022. Lecture Notes in Computer Science, vol 13309. Springer, Cham. https://doi.org/10.1007/978-3-031-05039-8_31

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-05039-8_31

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-05038-1

  • Online ISBN: 978-3-031-05039-8

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics