ABSTRACT
Learning disabilities are found in people that experience difficulties in the acquisition of basic intellectual skills, which are fundamental to succeeding at school, work or in life in general. An example of a learning disability is Down Syndrome (DS). Children with DS are usually unable to follow the traditional educational systems. As a result, these children need tailored methods and techniques that adapt to their learning styles. Therefore, new educational tools are being developed that allow Down Syndrome Children (DSC) to sharpen their intellectual capacities in a better way. In this research, we implemented and modified two literature-based mobile tools that could aid in acquiring mathematics and linguistic skills oriented towards DSC. We performed a quasi-experimentation to test the improvements in mathematics and language skills in a group of children with DS. Moreover, we found that measuring the response time of children with disabilities is a complex task; and the continuous assistance from a tutor was also found to be necessary. Despite the difficulties encountered, such as distraction from the children because of being curious to interact with a technological tool, the results show that it is possible to increment the mathematical and language skills in a group of DSC by using an Information and Communication Technology (ICT) based tool in contrast with a classical teaching methodology without ICT tools.
- Hasselbring, T. S., and Glaser, C. H. W. 2000. Use of Computer Technology to Help Students with Special Needs. The Future of Children, 10(2), 102. DOI=http://dx.doi.org/10.2307/1602691.Google ScholarCross Ref
- Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., and Martínez-Segura, M. J. 2013. Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77--90. DOI= https://doi.org/10.1016/j.compedu.2012.09.014.Google ScholarDigital Library
- Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. 2006. Improving schools, developing inclusion. London: Routledge.Google Scholar
- Batshaw, M., Roizen, N., and Lotrecchiano, G. 2014. Children with Disabilities, Seventh Edition. Newburyport: Brookes Publishing.Google Scholar
- Consejo Nacional para la Integración de las Personas. Informe Temático N° 2 "Síndrome de Down en el Perú". 2016. Disponible https://www.conadisperu.gob.pe/observatorio/images/articulos/pdf/Down_Observatorio_Marzo22_2016_final.pdf.Google Scholar
- Buckley S. 2000, Living with Down syndrome. Hampshire, PO5--1NA, United Kingdom: DOWN SYNDROME issues and information.Google Scholar
- Jensen, C. N., Burleson, W., and Sadauskas, J. 2012. Fostering early literacy skills in children's libraries. Proceedings of the 11th International Conference on Interaction Design and Children - IDC '12.. DOI= https://doi.org/10.1145/2307096.2307103.Google ScholarDigital Library
- Brenes, C., and de los Angeles, M. 2012. Eficacia de las estrategias pictofónicas en la enseñanza de la lectura inicial en Costa Rica: un estudio longitudinal. Doctoral Thesis.Universidad Autónoma de Madrid.Google Scholar
- Troncoso, M.V. and Cerro, M. 2010. Sindrome de Down: lectura y escritura. Barcelona, Santander: Masson.Google Scholar
- Hamilton, S. S. 2002. Evaluation of clumsiness in children. American family physician, 66(8), 1435--41. Disponible: http://www.aafp.org/afp/2002/1015/p1435.html.Google Scholar
- Pivik, J., McComas, J., and Laflamme, M. 2002. Barriers and Facilitators to Inclusive Education. Exceptional Children, 69(1), 97--107.DOI = https://doi.org/10.1177/001440290206900107.Google ScholarCross Ref
- Wuang, Y.-P., Chiang, C.-S., Su, C.-Y., and Wang, C.-C. 2011. Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome. Research in Developmental Disabilities, 32(1), 312--321.DOI= https://doi.org/10.1016/j.ridd.2010.10.002.Google ScholarCross Ref
- Bertini, E., and Kimani, S. 2003. Mobile Devices: Opportunities for Users with Special Needs. Human-Computer Interaction with Mobile Devices and Services, 486--491.DOI= https://doi.org/10.1007/978-3-540-45233-1_52.Google Scholar
- Edwards, B. J., Blackhurst, A. E., and Koorland, M. A. 1995. Computer-Assisted Constant Time Delay Prompting to Teach Abbreviation Spelling to Adolescents with Mild Learning Disabilities. Journal of Special Education Technology, 12(4), 301--311. DOI= https://doi.org/10.1177/016264349501200402.Google ScholarCross Ref
- Brown, K., Campbell, S. W., and Ling, R. (2011). Mobile Phones Bridging the Digital Divide for Teens in the US? Future Internet, 3(2), 144--158.DOI= https://doi.org/10.3390/fi3020144.Google ScholarCross Ref
- Gentry, T., Wallace, J., Kvarfordt, C., and Lynch, K. B. 2010. Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32(2), 101--107.DOI= https://doi.org/10.3233/JVR-2010-0499.Google ScholarCross Ref
- Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., and Martínez-Segura, M. J. 2013. Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77--90.DOI= http://dx.doi.org/10.1016/j.compedu.2012.09.014.Google ScholarDigital Library
- Ortega-Tudela, J. M., and Gómez-Ariza, C. J. 2006. Computer-assisted teaching and mathematical learning in Down Syndrome children. Journal of Computer Assisted Learning, 22(4), 298--307.DOI= https://doi.org/10.1111/j.1365-2729.2006.00179.x.Google ScholarCross Ref
- Abdul Aziz, N. S., Ahmad, W. F. W., and Zulkifli, N. J. binti. 2015. User experience on numerical application between children with Down Syndrome and autism. In Proceedings of the International HCI and UX Conference in Indonesia on - CHIuXiD '15 (pp. 26--31). New York, New York, USA: ACM Press. https://doi.org/10.1145/2742032.2742036.Google ScholarDigital Library
- Jadán-Guerrero, J., Guerrero, L., López, G., Cáliz, D., and Bravo, J. 2015. Creating TUIs Using RFID Sensors--A Case Study Based on the Literacy Process of Children with Down Syndrome. Sensors (Basel, Switzerland), 15(7), 14845--63. DOI= https://doi.org/10.3390/s150714845.Google Scholar
- Jadan-Guerrero, J., Jaen, J., Carpio, M. A., and Guerrero, L. A. 2015. Kiteracy: A Kit of Tangible Objects to Strengthen Literacy Skills in Children with Down Syndrome. Proceedings of the 14th International Conference on Interaction Design and Children - IDC '15, 315--318.DOI= https://doi.org/10.1145/2771839.2771905.Google ScholarDigital Library
Index Terms
- Information and Communication Technologies Based Teaching Methodologies for Peruvian Children with Down Syndrome
Recommendations
Language assessment and training support system (LATSS) for down syndrome children under 6 years old
Theoretically and generally, Down syndrome children in this study are defined as children who are proven scientifically and medically of their impairment in mental health or developmental abilities. Although some of the limitations of Down syndrome ...
The Effort to Improve Communication Skills of "Asking Something" Through T-MOTECH in Multi-Handicapped Children
ICETT '19: Proceedings of the 2019 5th International Conference on Education and Training TechnologiesThis study originated from problems in special school, the problem was a multi-handicapped child who had problems communicating especially in asking for something (specifically in asking for food, drinking, dolls and wants to go to the toilet. This ...
Design with Caregivers: Enhancing Social Interaction for Children with Down Syndrome
Universal Access in Human-Computer Interaction. User and Context DiversityAbstractChildren with Down Syndrome face major challenges in maintaining active social interaction. HCI research has well explored the design of computer-aided systems to support education for teachers and therapists, but comparatively less work has been ...
Comments