Conceptual meta-environment for Deaf children Literacy challenge: How to design effective Artifacts for bilingualism construction

Guimarães, Cayley; Antunes, Diego Roberto; García, Laura Sánchez; Guedes, André Luiz Pires; Fernandes, Sueli

doi:10.1109/rcis.2012.6240426

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…Poor literacy skills affect the development of new knowledge in areas like math and sciences [26]. Based on the results of previous researches, storytelling is a great way to engage deaf children into learning a second language in a written form [10] [27]. A collaborative learning approach could enhance the construction of new knowledge by working with peers [28].…”

Section: Discussionmentioning

confidence: 99%

“…During thé réviéw of thé litératuré on storytélling [13] and collaborativé léarning (CL) [8] to support litéracy téaching, wé found that théré is a lack of réséarch régarding thé usé of thésé two stratégiés for thé éducation of Déaf childrén. Fortunatély, thé résults of thé studiés that madé usé of any of thésé stratégiés on dévéloping réading and writing skills, show thé éfféctivénéss of using téchnology with oné or both approachés [10] [52].…”

Section: Discussionunclassified

“…Storytélling can bé définéd as thé art of dépicting a talé with différént kinds of résourcés liké words, movémént, imagés or othér émbéllishménts [37]. This stratégy has béén uséd in thé éducation of Déaf childrén to dévélop or stréngthén skills in litéracy or sign languagé [10][27] [38][39]. According to the chosen LG to achieve, the teacher should select an appropriate topic to either find a storybook or design a new one.…”

Section: Storytellingmentioning

confidence: 99%

“…It has also béén idéntifiéd that dévéloping réading and writing skills is a major challéngé for thésé childrén bécausé thé stratégiés uséd with thém must différ from thosé uséd with héaring childrén, for instancé somé déaf childrén communicaté only through sign languagé (SL) and théy accéss information visually [9]. Téachérs must find adéquaté méthods and tools to support théir téaching procéss and maké léarning méaningful and éngaging for déaf studénts and oné way to do so is through storytélling or intéractivé storytélling (IS) and thé inclusion of Information and Communications Téchnologiés (ICT) [10].…”

Section: Introductionmentioning

confidence: 99%

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DesignABILITY

Aristizábal

Cano

Collazos

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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Developing educational tools aimed at children with disabilities is a challenging process for designers and developers because existing methodologies or frameworks do not provide any pedagogical information and/or do not take into account the particular needs of users with some type of impairment. In this study, we propose a framework for the design of tools to support teaching to children with disabilities. The framework provides the necessary stages for the development of tools (hardware-based or softwarebased) and must be adapted for a specific disability and educational goal. For this study, the framework was adapted to support literacy teaching and contributes to the design of educational/interactive technology for deaf people while making them part of the design process and taking into account their particular needs. The experts' evaluation of the framework shows that it is well structured and may be adapted for other types of disabilities. CCS CONCEPTS • Human-céntéréd computing~Accéssibility désign and évaluation méthods • Human-céntéréd computing~HCI désign and évaluation méthods • Human-céntéréd computing~Accéssibility désign and évaluation méthods

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Section: Discussionmentioning

confidence: 99%

Section: Discussionunclassified

Section: Storytellingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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DesignABILITY

Aristizábal

Cano

Collazos

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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“…• Uso de imagens para contextualizar os problemas; • Ferramentais baseadas em jogo podem ser explorados para ensinar Língua Portuguesa. Guimaraes et al (2012) têm como objetivo principal fornecer um Meta Ambiente Conceitual para ajudar na construção de artefatos intelectuais, mediados por computadores, para alfabetização em LIBRAS e Português para crianças surdas. Guimarães et al (2011) apresentam duas arquiteturas que servem como base para a construção de ambientes de apoio ao ensino-aprendizagem:…”

Section: Quais Características Devem Ser Consideradas Para a Elaboração De Uma Ferramenta Para O Ensino De Libras?unclassified

Tecnologias para o ensino da Língua Brasileira de Sinais (LIBRAS): Uma revisão sistemática da literatura

Rocha

Lima

Queiroz

2018

RBIE

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In Brazil, more than nine million people have some level of deafness. These people interact with the world through the Brazilian Sign Language (LIBRAS). Oral communication has long been one of the main ways of exchanging messages and transmitting knowledge among people. However, in many environments, deaf people are ignored because they can not establish communication channels with others and do not have ways to facilitate communication. In this sense, several technological tools were proposed with different approaches, with the purpose of promoting the teaching of LIBRAS and facilitating the communication between deaf and hearing. This paper presents a Systematic Review of Literature carried out in fifteen (15) national and international research sources, whose objective is to identify and analyze the computational tools and the methodological approaches on which they are based, to improve teaching and communication of LIBRAS. As a result of the Systematic Review presented in this article, 342 (three hundred and forty-two) works were analyzed, and of this total, 26 (twenty six) were selected for data extraction, among which it was possible to list several technological tools used for the Teaching of LIBRAS; pedagogical aspects used during the construction of these tools; validation methodologies and a series of characteristics that must be considered in the elaboration of a tool for teaching LIBRAS.

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