Abstract
This chapter describes the results of a research study implementing a teaching technological strategy to help Down syndrome children develop their reading skills. The study employed the pedagogical method proposed in “Down syndrome: reading and writing” (DSRW) book, augmented with tangible interfaces, resulting favorable results when tested on kids with this syndrome. This study was developed in three stages: First, a direct observation was conducted to help us understand the context of applying the DSRW methodology in sessions with Down children without any technological strategy involved. The second stage included a preliminary evaluation of a first prototype, created to test the reaction of a child with Down syndrome when is exposed to the tangible technology. Finally, the third stage consisted in the evaluation of a second prototype; this prototype was informed on the results of the preliminary evaluation and is more similar to the conceptual design.
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Acknowledgments
We thank the Down Institute of Colima for their collaboration and facilitations for us to do our study and tests. Thanks to the IHCLab Research Group at the University of Colima for their help in the realization of the tests and building the second prototype.
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Santana, P.C., Haro, B.P.M. (2013). Tangible User Interfaces: A New Trend in Interaction for Helping Children with Down Syndrome to Develop Reading Skills. In: Penichet, V., Peñalver, A., Gallud, J. (eds) New Trends in Interaction, Virtual Reality and Modeling. Human–Computer Interaction Series. Springer, London. https://doi.org/10.1007/978-1-4471-5445-7_7
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