Interaction of children with and without communication disorders using Montessori activities for the tablet
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ORIGINAL ARTICLE
Interaction of children with and without communication disorders using Montessori activities for the tablet Juan-Ramón Pérez-Pérez 1
&
David Cabielles-Hernández 1 & Miguel Sánchez-Santillán 1
&
MPuerto Paule-Ruiz 1
Received: 7 June 2019 / Accepted: 7 October 2020 # Springer-Verlag London Ltd., part of Springer Nature 2020
Abstract Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, “Matching Cards” and “Cards & Sounds”, based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions. Keywords Mobile device . Interaction . Communication disorders . Montessori method
1 Introduction At present, about 8% of people suffer from communication disorders,1 and within this concept, we can find different problems which people of all ages can suffer, such as Voice, Speech, Language, and Swallowing disorders. Thus, one of the most urgent priorities is to achieve better quality of life and more real and effective inclusion in our society for those who have such needs, working since the early stages by implementing educational strategies [1] for their specific needs. 1
http://www.worldbank.org/en/topic/disability
* Juan-Ramón Pérez-Pérez [email protected] David Cabielles-Hernández [email protected] Miguel Sánchez-Santillán [email protected] MPuerto Paule-Ruiz [email protected] 1
Department of Computer Science, University of Oviedo. School of Sciences, C/Federico García Lorca S/N, 33007 Oviedo, Spain
Within the educational field, one of the methodologies implemented for improving literacy skills which is being fostered at present [2], though it has existed for years, is the Montessori Method [3]. Her method is based on respect towards children with social exclusion risk, as well as on their high level of learning capacity. The didactical tools she developed are based on several manageable devices, which allow children - at the same time they are enjoying the activity - to go through different stages in their learning pr
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