Parent reports of wayfinding by their children with Down syndrome

Yang, Yingying; Faught, Gayle G.; Merrill, Edward C.

doi:10.3109/13668250.2017.1284309

Cited by 14 publications

(8 citation statements)

References 42 publications

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“…This type of result offers insight on the relationship between everyday experiences of navigation (when hetero-assessed, at least) and an actual navigation task in a controlled setting (as in the Floor Matrix task) in individuals with DS, a relationship that deserves to be better explored. Although these results support the use of the Floor Matrix task to assess large-scale navigation ability with actual moves in a vista space, it would be even better to employ more ecological navigation conditions (such as actual movements in the neighborhood, or to reach a given room in a building) in this population (Yang et al, 2018).…”

Section: Discussion Of the Results And Conclusionmentioning

confidence: 77%

“…For example, these individuals' environment learning ability (which is one type of visuo-spatial ability) has been little investigated compared with other visuospatial skills (see below). There is growing interest in how individuals with DS gain confidence with moving around and reaching places outside their home (a workplace, supermarket, gym, or other people's homes), and returning home by various means (walking, taking public transport, or asking someone for directions; Yang et al, 2018). Broadening our knowledge of the DS population's environment learning can shed light on their adaptability and capacity for autonomy, which are strongly related to their quality of life.…”

Section: Introduction Path Learning In Individuals With Down Syndromementioning

confidence: 99%

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Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Meneghetti

Toffalini

Lanfranchi

et al. 2020

Front. Hum. Neurosci.

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Section: Discussion Of the Results And Conclusionmentioning

confidence: 77%

Section: Introduction Path Learning In Individuals With Down Syndromementioning

confidence: 99%

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Meneghetti

Toffalini

Lanfranchi

et al. 2020

Front. Hum. Neurosci.

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“…Considering the established perspectives of accessible navigation for patrons with sight or hearing loss must remain a priority, but Inclusive Design should also give focus to groups currently under‐represented in the realm of navigational information design such as people with learning disabilities (Yang et al. ), neurodivergent conditions such as dementia (Grierson et al. ), and the broad range of cognitive impairments that would benefit from specific design measures in relation to navigation of the built environment (Keynejad et al.…”

Section: Structural Sonic Barriersmentioning

confidence: 99%

“…If a museum space aims to be inclusive of a diverse group of visitors then the design of museum navigation, orientation and wayfinding information must consistently attend to the multiplicity of sonic and multimodal structural barriers that the museum environment might create. Considering the established perspectives of accessible navigation for patrons with sight or hearing loss must remain a priority, but Inclusive Design should also give focus to groups currently under-represented in the realm of navigational information design such as people with learning disabilities (Yang et al 2017), neurodivergent conditions such as dementia (Grierson et al 2011), and the broad range of cognitive impairments that would benefit from specific design measures in relation to navigation of the built environment (Keynejad et al 2018).…”

Section: Acousticsmentioning

confidence: 99%

Sonic Accessibility: Increasing Social Equity Through the Inclusive Design of Sound in Museums and Heritage Sites

Renel¹

2019

Curator The Museum Journal

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Sound and hearing effect everyone, they are not niche issues. Within the inherently multimodal experience of a museum, sound plays a crucial role in defining whether an environment is inclusive or exclusive. Yet sonic accessibility ‐ the multiplicity of ways that sound influences accessibility and social equity ‐ remains under researched in design and narrowly represented in access legislation. This paper charts the contours of sonic exclusion in museums and other heritage sites around three central themes. The first considers the existing relationship between Inclusive Design and sound and introduces the emerging paradigm of ‘auraldiversity’. The second considers the structural sonic barriers that operate outside of the individual in their experience of the museum environment. The final theme attends to the psycho‐emotional sonic disablement experienced by many d/Deaf and disabled people within cultural institutions. The paper serves as a furthering of opportunity to reverse the hegemony of auditory norms within museums and other heritage sites and positions sonic accessibility as a critical pillar in the expanding understanding of the multimodal museum.

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“…Navigation and related aspects have been little examined so far in individuals with DS (Yang et al, 2014 ; Meneghetti et al, 2019 ), despite the importance for this population of being able to explore the environment and move around to reach places (Yang et al, 2018 ). The available literature (Courbois et al, 2013 ; Davis et al, 2014 ; Farran et al, 2015 ; Purser et al, 2015 ; Toffalini et al, 2018 ; Himmelberger et al, 2020 ) suggests that, after exploring (mostly in virtual environments), individuals with DS can follow a path they have seen, which demands egocentrically-presented knowledge (i.e., based on self-to-object relations).…”

Section: Introductionmentioning

confidence: 99%

Path Learning in Individuals With Down Syndrome: The Challenge of Learning Condition and Cognitive Abilities

et al. 2021

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Analyzing navigational abilities and related aspects in individuals with Down syndrome (DS) is of considerable interest because of its relevance to everyday life. This study investigates path learning, the conditions favoring it, and the cognitive abilities involved. A group of 30 adults with DS and 32 typically-developing (TD) children matched on receptive vocabulary were shown a 4 × 4 Floor Matrix and asked to repeat increasingly long sequences of steps by walking on the grid. The sequences were presented under two learning conditions, one called Oral instructions (participants received verbal instructions such as “turn right” or “turn left”), the other Observation (participants watched the experimenter's moves). Participants were also assessed on verbal and visuospatial cognitive measures. The results showed a similarly better performance in both groups when the Floor Matrix task was administered in the Observation as opposed to the Oral instructions condition. As for the relation with cognitive abilities, in the Floor Matrix task in the Oral instructions condition, individuals with DS showed an effect of both verbal and visuospatial abilities, which was only positive for verbal ability. The effect of verbal and visuospatial abilities was negligible in the TD group. In the Observation condition, performance was predicted by sequential working memory in both groups. Overall, these results shed light on path learning in individuals with DS, showing that they benefited from the Observation condition, and that the involvement of their cognitive abilities depended on the learning condition.

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Parent reports of wayfinding by their children with Down syndrome

Cited by 14 publications

References 42 publications

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Sonic Accessibility: Increasing Social Equity Through the Inclusive Design of Sound in Museums and Heritage Sites

Path Learning in Individuals With Down Syndrome: The Challenge of Learning Condition and Cognitive Abilities

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