Towards a participative approach for adapting multimodal digital books for deaf and hard of hearing people

Véliz, Soledad; Espinoza, Victoria; Sauvalle, Ignacia; Arroyo, Rodrigo; Pizarro, Marcelo; Garolera, Marion

doi:10.1016/j.ijcci.2016.10.003

Cited by 10 publications

(6 citation statements)

References 26 publications

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“…(2017) compared reading episodes with parents of typically developing children versus children with language impairments and found that parents of typically developing children coordinated their responses in relation to child’s engagement, whereas parents of children with language impairments tended to ask more questions and demand more responses from their children. The authors call for a more participatory approach with children with special needs, a message echoed by Véliz et al. (2017) and their work with deaf and hard of hearing children reading digital books.…”

Section: Resultsmentioning

confidence: 99%

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Kucirkova

2019

Journal of Early Childhood Literacy

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This review integrates literature on cross-disciplinary quantitative and qualitative studies related to children's reading on screen published between January 2016 and September 2017, with a focus on the researchers' epistemological perspectives on knowledge and learning. Johri's (2011) framework of socio-material assemblages, which synthesises epistemological dualities, is used to examine the ways in which researchers conceptualise children's learning with digital books. The review shows that extant empirical studies map directly onto the social part of Johri's framework (examination of child and adult variables and behavioural characteristics) and on the material aspects of children's digital books (examination of the book's content and features). Only theoretical studies pay equal attention to social and material aspects in their conceptualisation of children's reading on screen. Overall, it is recommended that in addition to cross-disciplinary and multiple methods, researchers consider socio-material assemblages to advance the field. A socio-material perspective could address time and space shifts in children's reading on screen and might provide the springboard for future epistemological developments within the field.

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Section: Resultsmentioning

confidence: 99%

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Kucirkova

2019

Journal of Early Childhood Literacy

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“…Field experts, technical designers, special education and instructional technology experts should act together in the selection and integration of technologies to be used in the education of disabled people (Véliz et al, 2016;Akay, Uzuner, & Girgin, 2014;Karal & Çiftçi, 2008). In this context, the study conducted with the DBR method, it was important to analyse the data obtained via interviews and observations by technical designers, special education and instructional technology experts during consecutive applications.…”

Section: Discussionmentioning

confidence: 99%

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Şılbır¹,

Coşar

Kartal

et al. 2020

iejee

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This study examined the development process of graphic symbol-based animations for enhancing literacy skills of deaf or hard of hearing students (D/HH). Participants of the study consisted of two teachers and seven students studying in the third and fourth grade in a primary school for hard of hearing. As a result of the studies conducted throughout the fall and spring semesters, animation environments based on graphic symbols were developed. Within the framework of the design-based research methodology, development studies were followed by revisions. Revision studies were conducted in line with the data obtained from the interviews and observation notes that continued throughout the practices. A content analysis was utilized to examine the data obtained through interview and observation. It has been determined that; in the animations each sentence should be presented clearly and it may be paused if necessary, minor details and the dormant objects in the background should be removed, animations of actions should be standardized, and fonts in animations should match the writing style used by the students in the animations. As a result of the study, a design guide for graphic symbols-based animations for D/HH were developed for the researchers in line with the acquired results

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“…Some common examples are transforming novels or graphic novels into movies [10] or modifying books for adults into children's books [11]. Adaptation can also refer to adjusting books for people with disabilities, such as Braille books containing tactile pictures [12] or multimodal books with sign language [13]. Consequently, the adaptation results in two versions of each book, namely the original and a new, modified version.…”

Section: Adapted Booksmentioning

confidence: 99%

Only as Special as Necessary: Adapted Books in a Universal Design Perspective

Berget

2021

Universal Design 2021: From Special to Mainstream Solutions

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Providing access to high quality books for all types of readers is a premise for cultural democracy. Many people, however, have challenges reading mainstream books. There might be diverse reasons why people find reading challenging. Some examples are reading impairments, reduced vision, cognitive impairments, learning a new language, or due to stress, fatigue or illness. To ensure everyone access to literature, it is therefore vital to produce books that can (and will) be read by a wide range of users. This case study addresses the following research questions: Do adapted books represent accessible or universal design? Can adapted books be perceived as motivating to read for all types of readers? Are “special books” necessary to ensure that all users have access to high quality literature? In Norway, the association Books for Everyone develops adapted, printed fictional books to accommodate various types of reading challenges. This paper examines the production of these books and uses this collection to investigate the research questions. The main finding is that most of the books by Books for Everyone can be considered examples of universal design, rather than “special books” directed at a very narrow user group. Moreover, there seems to be a limited need for “special books”, except for books targeting readers with severe cognitive or sensory impairments. By applying the universal design approach, fictional literature can potentially make books more accessible for all types of readers.

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Towards a participative approach for adapting multimodal digital books for deaf and hard of hearing people

Cited by 10 publications

References 26 publications

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Only as Special as Necessary: Adapted Books in a Universal Design Perspective

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