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Time Orientation Technologies in Special Education.
Miguel Angel Guillomía1, Jorge Luis Falcó2, José Ignacio Artigas3
1Deparment Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, Spain. 601084@unizar.es.
Sensors (Basel, Switzerland)
|June 9, 2019
Summary
This study introduces an innovative device designed to enhance time orientation skills in children. The accessible time display and visual-auditory agenda significantly improved children's time management abilities.
Area of Science:
- Special Education Technology
- Cognitive Development Tools
- Assistive Technology for Children
Background:
- Children with special needs often face challenges in time orientation.
- Effective tools are needed to support time management and daily routines in educational settings.
Purpose of the Study:
- To design, develop, and evaluate a novel device for training time orientation in children.
- To assess the device's effectiveness in improving time-related cognitive functions and daily task management.
Main Methods:
- Development of a device featuring a cognitive accessible time display and a pictogram-based agenda.
- Utilized visual and auditory notifications for task management and anticipation.
- Evaluation involved 16 children across 12 special education classrooms.
- Assessment methodology based on the International Classification of Functioning, Disability and Health (ICF) and observation registers.
Main Results:
- Consistent improvements were observed in children's performance related to time orientation.
- The device facilitated better understanding and management of time intervals and daily schedules.
- Integration with Alternative and Augmentative Communication (AAC) pictogram language enhanced accessibility and engagement.
Conclusions:
- The developed device is effective in training time orientation for children in special education.
- The combination of accessible time display, visual-auditory cues, and AAC integration offers a promising approach.
- This technology supports both individual learning and classroom activities, promoting functional independence.
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