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Cognitive Accessibility and Support in Special Education
Miguel A Guillomía1, José Ignacio Artigas1, Jorge L Falcó1
1Department of Ingeniería Electrónica y Comunicaciones, Universidad de Zaragoza, María de Luna 1, 50018 Zaragoza, Spain.
Sensors (Basel, Switzerland)
|July 24, 2021
Summary
This study developed assistive technology for children in special education, enhancing cognitive and social skills. The system
Area of Science:
- Assistive Technology
- Special Education
- Cognitive Science
Background:
- Collaboration between engineers and special education teachers informed the design.
- Findings structured into five cognitive-social areas: interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction.
Purpose of the Study:
- To develop an assistive technology for cognitive support and training for children in special education schools.
- To extract design requirements for four support services: home control, time orientation, behavior contention, and context anticipation.
Main Methods:
- The assistive technology platform was built using mainstream, low-cost technology and free software packages.
- Services interface designed to mirror existing alternative and augmentative communication systems used by children.
Main Results:
- Evidence of improved cognitive and social performance in children using the assistive technology.
- The platform provides a valuable tool for further educational research.
Conclusions:
- Assistive technology can significantly benefit cognitive and social development in special education settings.
- Cost-effective, adaptable technology solutions are feasible for educational support.
Keywords:
ambient assisted livingassistive technologycognitive supporthuman–machine interactionpersonal autonomysocial trainingspecial educationMore Related Videos
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