Inclusion of children with down syndrome through the creation and use of a “learning object”

Abstract

This paper addresses the inclusion of children with Down Syndrome in school environments. It is based on the work of one of the authors developed as a Master dissertation in the area of Communication Design. The research integrates the study of the problem in context, with the participation of practitioners involved in the education process of these children. Framing the context implied studying not only this specific pathology but also the used learning-teaching methodologies, communication and interaction design principles and practices among other issues. Moreover, it was made a comparative critical analysis of three case studies of learning objects/systems to acquire knowledge and guidelines to support the creation of a learning object that would favor these children (aged between 5 and 7 years old) inclusion in regular schools. The result was an interactive printed book to mainly support reading and speaking activities in a playfull and shareable way. This book was evaluated by experts and was after improved through a design iterative process.