Technology-enhanced support for children with Down Syndrome: A systematic literature review

Shahid, Numera M.I.; Law, Effie Lai‐Chong; Verdezoto, Nervo

doi:10.1016/j.ijcci.2021.100340

Cited by 18 publications

(12 citation statements)

References 107 publications

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“…This study contributes to a limited field of research on the development of bespoke ICT for young people with intellectual disability and its impact Shahid et al (2021). It illustrates some of the challenges and complexities of both design and evaluation research.…”

Section: Discussionmentioning

confidence: 97%

Evaluating performance on a bespoke maths game with children with Down syndrome

Porter

2022

Computer Assisted Learning

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Background: Despite the interest and potential of multi touch devices, there are limited published studies researching their effectiveness and usability specifically with children with Down syndrome, one of the most common groups of children with an intellectual disability. This is particularly true for mathematical learning, an area in which many experience particular difficulty. Objectives:The study set out to evaluate a bespoke digital game in which children learned to select which was "more," a foundational skill for understanding magnitude.Methods: A mixed methods approach was adopted with eight single case studies of children aged 9-14 years. Probes (untaught examples) were introduced to examine progress and the impact on performance in non-digital contexts.Results: Five pupils improved their performance on the digital games and this was sustained at the time of the delayed post-test. Four pupils showed improved performance in non-taught, non-digital contexts for both taught and untaught ratios. Disaggregated data reveals the variability in performance, with peak performances occurring at different points of the intervention. The introduction of a two-player version improved performance for five pupils through promoting sustained attention and strategic responses to winning. One child performed at chance level on the digital game throughout but made gains in non-digital settings. Conclusions:Bespoke learning tools have good potential to promote attention to numerosity. However, progress in digital contexts does not automatically transfer to non-digital contexts. The study reveals the individual nature of the learning affordances of different pedagogic tools and the place of bespoke games within teachers' repertoires.

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Section: Discussionmentioning

confidence: 97%

Evaluating performance on a bespoke maths game with children with Down syndrome

Porter

2022

Computer Assisted Learning

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“…Further studies need to investigate the differences between self-reported and proxy reported QoL in this population. This review encourages the use of innovative technology tools such as the Smart Angel system, which uses a cloud-based support and monitoring system [ 129 , 130 ] to obtain self-reported QoL data in adults with DS, as this would encourage inclusion in society.…”

Section: Discussionmentioning

confidence: 99%

Quality of life in adults with Down syndrome: A mixed methods systematic review

et al. 2023

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Background As the life expectancy of adults (aged ≥ 18 years) with Down syndrome increases for a plethora of reasons including recognition of rights, access, and technological and medical advances, there is a need to collate evidence about their quality of life. Objective Using Schalock and Verdugo’s multidimensional quality of life assessment model, this systematic review aimed to identify, synthesise and integrate the quantitative and qualitative evidence on quality of life in adults with Down syndrome via self-and proxy-reporting. Methods Five databases were systematically searched: MEDLINE, CINAHL, PsycINFO, Scopus, and Web of Science to identify relevant articles published between 1980 and 2022 along with grey literature and reference lists from relevant studies. A mixed methods systematic review was performed according to the Joanna Briggs Institute methodology using the convergent integrated approach. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Results Thirty-nine studies were included: 20 quantitative, 17 qualitative, and 2 mixed methods studies. The synthesised findings were grouped into the 8 core domains of quality of life: personal development, self-determination, interpersonal relations, social inclusion, rights, emotional, physical and material well-being. Of the 39 studies, 30 (76.92%) reported on emotional well-being and 10 (25.64%) on rights. Only 7 (17.94%) studies reported that adults with Down syndrome have a good quality of life centred around self-determination and interpersonal relations. Most adults with Down syndrome wanted to become more independent, have relationships, participate in the community, and exercise their human rights. Self-reported quality of life from adults with Down syndrome was rated higher than proxy reported quality of life. Discrepancies in quality of life instruments were discovered. Conclusion This review highlighted the need for a better systematic approach to improving the quality of life in adults with Down syndrome in targeted areas. Future research is required to evaluate self-and proxy-reporting methods and culture-specific quality of life instruments that are more appropriate for adults with Down syndrome. In addition, further studies should consider including digital assistive technologies to obtain self-reported quality of life data in adults with Down syndrome. International prospective register of systematic reviews registration number CRD42019140056.

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“…Technology-Enhanced Support for children with Down syndrome: A Systematic Literature Review [54] This paper presents a systematic literature review on technology-enhanced support for DS children and young people who match the mental age of children considered neurotypical.…”

Section: Implementation Of Inclusive Education For Children With Inte...mentioning

confidence: 99%

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

2022

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Since the beginning of the 21st century, the lifespan of people born with Down syndrome (DS) has increased. They now outlive their parents and rely on their relatives who usually sacrifice their own families to care for their disabled siblings. To reduce the pressure on families and the wider community, it is crucial to prepare DS people for independent life from early childhood. Emerging technologies can significantly support the process of acquiring the skills that are necessary for solving real-life problems at home and work. To assess their impact and estimate how much they are implemented in inclusive education, a review of 564 papers published after 2015 was done using the PRISMA review model. After gradual exclusion, 24 papers were used for the final review. Thematic analysis resulted in four themes with one common concept: variety. The results of examining the four research questions defined in the paper’s background confirm that the synergy of emerging assistive technologies and inclusive education has the potential of becoming a very effective strategy for creating an independent life for DS individuals. Many questions remain open, mainly related to a DS persons’ specific needs and capabilities. The acceptance of the proposed synergy will depend on them.

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Technology-enhanced support for children with Down Syndrome: A systematic literature review

Cited by 18 publications

References 107 publications

Evaluating performance on a bespoke maths game with children with Down syndrome

Evaluating performance on a bespoke maths game with children with Down syndrome

Quality of life in adults with Down syndrome: A mixed methods systematic review

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

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