Mañana, JUEVES, 24 DE ABRIL, el sistema se apagará debido a tareas habituales de mantenimiento a partir de las 9 de la mañana. Lamentamos las molestias.
Mobile devices as assistive technologies for ASD: experiences in the classroom
Entity
UAM. Departamento de Ingeniería InformáticaPublisher
Springer VerlagDate
2016-06-22Citation
10.1007/978-3-319-40355-7_18
5th International Conference on Design, User Experience, and Usability, DUXU 2016 Held as Part of 18th International Conference on Human-Computer Interaction, HCI International 2016, Toronto, Canada, July 17-20, 2016. Lecture Notes in Computer Science, Volume 9747. Springer, 2016. 187-197
ISSN
0302-9743ISBN
978-331940354-0 (print); 978-3-319-40355-7 (online)DOI
10.1007/978-3-319-40355-7_18Funded by
This work has been funded in part by the Spanish Economy and Competitiveness Ministry under project “e-Integra: e-Training y e-Coaching para la integración socio-laboral” (TIN2013-44586-R) and by the Region of Madrid under pro-ject “eMadrid – Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid (S2013/ICE-2715)Project
Gobierno de España. TIN2013-44586-R; Comunidad de Madrid. S2013/ICE-2715/EMADRIDEditor's Version
https://doi.org/10.1007/978-3-319-40355-7_18Subjects
ASD; ICT; learning; mobile; InformáticaNote
This is a post-peer-review, pre-copyedit version of an article published in Lecture Notes in Computer Science. The final authenticated version is available online at https://doi.org/10.1007/978-3-319-40355-7_18Rights
© Springer International Publishing Switzerland 2016Abstract
Information and Communication Technologies offer new opportunities to people with disabilities to develop their autonomy and independence in their daily life activities. However, more research should be done in order to comprehend how technology affects this collective of people. This paper presents two experiences where participants with cognitive disabilities and Autism Spectrum Disorder used AssisT-Task to perform job related activities and DEDOS to perform educational activities. Their performance is improved along the sessions using both tools. Combining visual and textual information help students with cognitive disabilities and ASD to focus on the contents presented, avoiding usability and accessibility issues, and therefore improving their learning process while they are having fun interacting with new technologies
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Google Scholar:Roldán Álvarez, David
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Gómez Escribano, Javier
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Márquez-Fernández, Ana
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Martín, Estefanía
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Montoro Manrique, Germán
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