Digital play therapy for children with learning disabilities

Watanabe, Yukako; Okada, Yoshiko; Osawa, Hirotaka; Sugaya, Midori

doi:10.1145/2658861.2658918

Cited by 2 publications

(3 citation statements)

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“…Thirty-one papers which reported the design and evaluation of new technologies. Ten papers reported the design specification of a new technology prior to evaluation by intended users [2,4,5,10,12,14,22,24,42,44]. Four papers reported the results of surveys or observational studies regarding technology use and needs of people with learning disabilities [8,29,33,36].…”

Section: Overview Of the Corpusmentioning

confidence: 99%

“…Many of the studies report the design and evaluation of a combination of technologies, rather than a single technology [3,7,9,10,11,12,18,20,28,33,35,37,39,44]. However, in terms of which technologies were the primary or main focus of the project twelve studies focused on mobile devices such as android or smart phones, tablets and IPads [2,3,16,18,21,22,23,24,34,35,36,40].…”

Section: Overview Of the Corpusmentioning

confidence: 99%

“…Six studies described developing technologies for leisure or play purposes. [5,7,10,16,26,27]. Five studies addressed way-finding as an independent living skill.…”

Section: Overview Of the Corpusmentioning

confidence: 99%

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A proposal for a unified framework for the design of technologies for people with learning difficulties

Tai-Seale

Garcia-Carrisoza

Rix

et al. 2018

TAD

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BACKGROUND: Existing generic technology design principles and guidelines are considered not to be sensitive enough to meet the needs of people with learning difficulties. OBJECTIVE: To propose a unified design framework that can inform the design of technologies for people with learning difficulties METHODS: A literature search was undertaken and the resulting papers were analysed and coded in order to identify common ideas or recommendations that could be clustered into design principles. RESULTS: Four main categories of design principles were identified: learning support, accessibility, usability and agency. A conceptual framework incorporating diversity, difference and digital inclusion offers a way to understand the consequences of applying or not applying some or all of the principles. CONCLUSIONS: A unified framework for the design of technologies for people with learning difficulties has the potential to fill the gap that more generic design guidelines cannot fill with regards to meeting the very specific needs of people with learning difficulties.

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