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Abstract
People with intellectual disabilities should develop reading and writing skills since children. Otherwise, they will have additional difficulties in their daily life activities, as buying in a store, taking medicaments or getting a job. In this paper we present a prototype that uses tangible interfaces and augmented objects to support a literacy method for children with intellectual disabilities. The prototype was evaluated and the preliminary results showed that the system can not only assists teachers in the classroom, but also helps to better manage the interaction with children and non-traditional interfaces.
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Authors and Affiliations
Doctoral Program in Computer Science, Universidad de Costa Rica, San José, Costa Rica
Janio Jadán-Guerrero & Luis A. Guerrero
Centro de Investigaciones en Tecnologías de la Información y Comunicación, CITIC, Universidad de Costa Rica, San José, Costa Rica
Gustavo López & Luis A. Guerrero
Universidad Tecnológica Indoamérica, Av. Machala y Sabanilla, Quito, Ecuador
Janio Jadán-Guerrero
- Janio Jadán-Guerrero
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- Gustavo López
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- Luis A. Guerrero
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Editors and Affiliations
Escuela Superior de Informática, Castilla Ly Mancha University, Paseo de la Universidad 4, 13071, Ciudad Real, Spain
Ramón Hervás
Department of Computer Engineering, Kyung Hee University, Seocheon-dong, Giheung-gu, 446-701, Yongin-si, Gyeongi-do, Korea
Sungyoung Lee
Computer Science Research Institute, School of Computing and Mathematics, University of Ulster, Jordanstown Campus, Shore Road, BT37 0QB, Newtownabbey, UK
Chris Nugent
Escuela Superior de Informática, Castilla La Mancha University, Paseo de la Universidad 4, 13071, Ciudad Real, Spain
José Bravo
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Jadán-Guerrero, J., López, G., Guerrero, L.A. (2014). Use of Tangible Interfaces to Support a Literacy System in Children with Intellectual Disabilities. In: Hervás, R., Lee, S., Nugent, C., Bravo, J. (eds) Ubiquitous Computing and Ambient Intelligence. Personalisation and User Adapted Services. UCAmI 2014. Lecture Notes in Computer Science, vol 8867. Springer, Cham. https://doi.org/10.1007/978-3-319-13102-3_20
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