The presence of TIC in the teaching-learning process of youth and adults with Down syndrome: The game as didactic-pedagogical resource

Moreira, Sérgio Adriany Santos; Brandao, Neila Santos; Belcavello, Maria Paula Pinto dos Santos; Andrade, Gustavo de Oliveira

doi:10.1109/laclo.2017.8120893

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…O jogo auxiliou apoiar o aprendizado de um conteúdo por crianças, jovens e adultos com síndrome de Down, considerando suas maiores dificuldades de aprendizado e explorando a utilização de estímulos que melhorem a apreensão por esse grupo, como estímulos visuais e estímulos sonoros, estímulos esses também analisados nos estudos de Moreira et al (2017). Research, Society and Development, v. 9, n. 6, e07963309, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i6.3309…”

Section: O Jogo Dengue Zerounclassified

Aprendizagem por meio de jogo educativo: uma experiência com crianças, jovens e adultos com síndrome de Down

Andrade

Moreira

Brandao

2020

RSD

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Through various playful activities, the institution Vitória Down has been complementing the educational process of children, young people and adults with Down Syndrome (DS) in the state of Espírito Santo. The application of several educational games to students has been used in the literature as a source of learning and development for students with Down Syndrome. Therefore, taking the context of the institution Vitória Down as a reference, this study sought to observe and conduct the interaction of 10 students with DS through the application of the mobile game Dengue Zero in their teaching-learning process. Despite some difficulties in understanding and interpreting the “stages” of the game, the fact that students are constantly in contact with electronic equipment and use of the internet was crucial for these students to be successful in their teaching-learning process.

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Section: O Jogo Dengue Zerounclassified

Aprendizagem por meio de jogo educativo: uma experiência com crianças, jovens e adultos com síndrome de Down

Andrade

Moreira

Brandao

2020

RSD

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“…Prominent among these learning environments are those focused on people with Down Syndrome, such as the research project “YO LO SÉ!”, which has developed a web application with HTML5 technologies for young people with Down Syndrome to learn mathematics, language, social sciences, and natural sciences (Navarrete Mendieta et al ., 2020). The project “Diversidade e Inclusão EDI TIC” has developed a game-based application geared towards the teaching and learning process of young and adult students with Down Syndrome (16–34 years old) and seeks to enhance their perceptual, behavioural and competence skills (Moreira et al ., 2017). The application was designed and developed to facilitate the teaching of basic mathematical operations to people with Down syndrome.…”

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confidence: 99%

Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome

Arranz-Barcenilla,

Pavía,

Sáiz Manzanares

et al. 2024

IJILT

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PurposeThe purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.Design/methodology/approachThe approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.FindingsPositive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.Research limitations/implicationsThe study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.Practical implicationsThe incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.Social implicationsThis study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.Originality/valueThe study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

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Design and Evaluation of a Set of Methodological Strategies for Learning a Second Language in Students With Down Syndrome Using Computer-Based Instruction

Cunha-Pérez

Arevalillo‐Herráez²,

Arnau³

2024

IEEE Trans. Learning Technol.

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The presence of TIC in the teaching-learning process of youth and adults with Down syndrome: The game as didactic-pedagogical resource

Cited by 3 publications

References 4 publications

Aprendizagem por meio de jogo educativo: uma experiência com crianças, jovens e adultos com síndrome de Down

Aprendizagem por meio de jogo educativo: uma experiência com crianças, jovens e adultos com síndrome de Down

Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome

Design and Evaluation of a Set of Methodological Strategies for Learning a Second Language in Students With Down Syndrome Using Computer-Based Instruction

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