Abstract
This paper addresses the inclusion of children with Down Syndrome in school environments. It is based on the work of one of the authors developed as a Master dissertation in the area of Communication Design. The research integrates the study of the problem in context, with the participation of practitioners involved in the education process of these children. Framing the context implied studying not only this specific pathology but also the used learning-teaching methodologies, communication and interaction design principles and practices among other issues. Moreover, it was made a comparative critical analysis of three case studies of learning objects/systems to acquire knowledge and guidelines to support the creation of a learning object that would favor these children (aged between 5 and 7 years old) inclusion in regular schools. The result was an interactive printed book to mainly support reading and speaking activities in a playfull and shareable way. This book was evaluated by experts and was after improved through a design iterative process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Guimarães, A., et al.: Metodologias e estratégias utilizadas pelos docentes no processo de ensino aprendizagem de alunos com Síndrome de Down. Universidade Federal do Amapá, Brasil (2010)
Ferreira, M.: Inclusão de crianças com Síndrome de Down no ciclo I do ensino fundamental. Lins, Brasil (2009)
Bassani, C.: Síndrome de Down e as dificuldades na aprendizagem. Faculdade Anhanguera de Taboão da Serra, São Paulo (2012)
Silva, M.: A aprendizagem escrita pela criança com síndrome de down inserida em uma sala de aula regular. UFRN, Brasil (s.d.)
Castro, A., Pimentel, S.: Síndrome de Down: Desafios e perspetivas na inclusão escolar. EDUFBA, Brasil (2009)
Sacchetto, K., et al.: O ambiente lúdico como fator motivacional na aprendizagem escolar. Universidade Presbiteriana Mackenzie, Brasil (2011)
Silva, A.: A atividade Lúdica - contribuições para educação das crianças com síndrome de down. Universidade Federal de Paraíba, Brasil (2016)
Cintra, R., et al.: As contribuições do lúdico no processo de desenvolvimento das crianças com síndrome de down na educação infantil. Horizontes 33(2), 159–166 (2015)
Nascimento, T., Barreto, M.: A importância de atividades lúdicas na aprendizagem de crianças com necessidades especiais. Faculdade de Edu-cação, Ciências e Letras do Sertão Central, Brasil (s.d.)
Dallabona, S.: O Lúdico na Educação infantil: Jogar, brincar, uma forma de educar. Instituto Catarinense de Pós-Graduação, Brasil (s.d.)
Maxwell. Design Inclusivo. https://www.maxwell.vrac.puc-rio.br/30055/30055_3.PDF
Heidrich, R., et al.: Design Centrado no Usuário para Obje-tos de Aprendizagem Inclusivos. Universidade Feevale, Brasil (s.d.)
Casaca, J.: O design centrado no utilizador aplicado ao design gráfico: Interação e participação na comunicação do Património Cultural de Lisboa. Master dissertation, Faculdade de Arquitetura da Universidade Técni-ca de Lisboa, Lisboa (2014)
Faísca, M.: O design e a patologia oncológica. Master dissertation, Faculdade de Arquitetura da Universidade Técnica de Lisboa, Lisboa (2015)
Hansen, J.: The Inclusive City: delivering a more accessible urban environment through inclusive design. University College, London (2006)
Almendra, R.A.: Designing the difference in an inclusive way. In: Proceedings of the 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013 (2013)
Atkin, R.: Sight Line. Designing Better Streets for People with Low Vision. Jeremy Myerson, London (2010)
Almendra, R.A., Falcão, G.: Inclusive design for children at the master education. In: Advances in Intelligent Systems and Computing (2016). https://doi.org/10.1007/978-3-319-41962-6_29
Acknowledgments
We want to acknowledge the Research Center in Architecture, Urbanism and Design (CIAUD) and the Foundation of Sicence and Technology (FCT) for funding our research project as well as REDES – a research group in Design Education and Research and mostly all the specialists and parents that had the generosity to work with us in this special project.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Almendra, R.A., Elvas, M. (2020). Inclusion of Children with Down Syndrome Through the Creation and Use of a “Learning Object”. In: Di Bucchianico, G. (eds) Advances in Design for Inclusion. AHFE 2019. Advances in Intelligent Systems and Computing, vol 954. Springer, Cham. https://doi.org/10.1007/978-3-030-20444-0_28
Download citation
DOI: https://doi.org/10.1007/978-3-030-20444-0_28
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-20443-3
Online ISBN: 978-3-030-20444-0
eBook Packages: EngineeringEngineering (R0)