Time Orientation Technologies in Special Education
A device to train children in time orientation has been designed, developed and evaluated. It is framed within a long-term cooperation action between university and special education school. It uses a specific cognitive accessible time display: Time left in the day is represented by a row of luminou...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-06-01
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| Series: | Sensors |
| Subjects: | |
| Online Access: | https://www.mdpi.com/1424-8220/19/11/2571 |
| _version_ | 1818037313639284736 |
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| author | Miguel Angel Guillomía Jorge Luis Falcó José Ignacio Artigas Mercedes García-Camino |
| author_facet | Miguel Angel Guillomía Jorge Luis Falcó José Ignacio Artigas Mercedes García-Camino |
| author_sort | Miguel Angel Guillomía |
| collection | DOAJ |
| description | A device to train children in time orientation has been designed, developed and evaluated. It is framed within a long-term cooperation action between university and special education school. It uses a specific cognitive accessible time display: Time left in the day is represented by a row of luminous elements initially on. Time passing is represented by turning off sequentially and gradually each luminous element every 15 min. Agenda is displayed relating time to tasks with standard pictograms for further accessibility. Notifications of tasks-to-come both for management support and anticipation to changes uses visual and auditory information. Agenda can be described in an Alternative and Augmentative Communication pictogram language already used by children, supporting individual and class activities on agenda. Validation has been performed with 16 children in 12 classrooms of four special education schools. Methodology for evaluation compares both prior and posterior assessments which are based in the International Classification of Functioning, Disability and Health (ICF) from the World Health Organization (WHO), together with observation registers. Results show consistent improvement in performances related with time orientation. |
| first_indexed | 2024-12-10T07:24:52Z |
| format | Article |
| id | doaj.art-3a88a2fd727544d2a705e5b2803ebf6d |
| institution | Directory Open Access Journal |
| issn | 1424-8220 |
| language | English |
| last_indexed | 2024-12-10T07:24:52Z |
| publishDate | 2019-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Sensors |
| spelling | doaj.art-3a88a2fd727544d2a705e5b2803ebf6d2022-12-22T01:57:44ZengMDPI AGSensors1424-82202019-06-011911257110.3390/s19112571s19112571Time Orientation Technologies in Special EducationMiguel Angel Guillomía0Jorge Luis Falcó1José Ignacio Artigas2Mercedes García-Camino3Deparment Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, SpainDeparment Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, SpainDeparment Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, SpainDeparment Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, SpainA device to train children in time orientation has been designed, developed and evaluated. It is framed within a long-term cooperation action between university and special education school. It uses a specific cognitive accessible time display: Time left in the day is represented by a row of luminous elements initially on. Time passing is represented by turning off sequentially and gradually each luminous element every 15 min. Agenda is displayed relating time to tasks with standard pictograms for further accessibility. Notifications of tasks-to-come both for management support and anticipation to changes uses visual and auditory information. Agenda can be described in an Alternative and Augmentative Communication pictogram language already used by children, supporting individual and class activities on agenda. Validation has been performed with 16 children in 12 classrooms of four special education schools. Methodology for evaluation compares both prior and posterior assessments which are based in the International Classification of Functioning, Disability and Health (ICF) from the World Health Organization (WHO), together with observation registers. Results show consistent improvement in performances related with time orientation.https://www.mdpi.com/1424-8220/19/11/2571ambient assisted living (AAL)time orientationtechnical aidspecial educationaccessible interfacesassistive technologycollaborative designpersonal autonomyservices provisionhuman/system interaction |
| spellingShingle | Miguel Angel Guillomía Jorge Luis Falcó José Ignacio Artigas Mercedes García-Camino Time Orientation Technologies in Special Education Sensors ambient assisted living (AAL) time orientation technical aid special education accessible interfaces assistive technology collaborative design personal autonomy services provision human/system interaction |
| title | Time Orientation Technologies in Special Education |
| title_full | Time Orientation Technologies in Special Education |
| title_fullStr | Time Orientation Technologies in Special Education |
| title_full_unstemmed | Time Orientation Technologies in Special Education |
| title_short | Time Orientation Technologies in Special Education |
| title_sort | time orientation technologies in special education |
| topic | ambient assisted living (AAL) time orientation technical aid special education accessible interfaces assistive technology collaborative design personal autonomy services provision human/system interaction |
| url | https://www.mdpi.com/1424-8220/19/11/2571 |
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