About this paper

Appears in:
Pages: 744-751
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1175

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

ACCESS AND THE DIGITAL DOORWAY TO LEARNING FOR CHILDREN WITH DOWN SYNDROME

J. Porter

University of Reading (UNITED KINGDOM)
The majority of Apps that claim to be educational are described as first wave, an e-version of games and puzzles and worksheets, and for children and young people with learning difficulties these are often taken from the pre-school market. This paper draws on data from a collaborative project between an educational researcher, a creative team and software designers to develop a new ipad game for children with Down syndrome. The game was designed to be fun while also developing early foundational skills of mathematics, namely the ability to discriminate between arrays of different numbers. The game was underpinned by research on the development of early number skills and children’s performance on two iterations of the game is compared to their performance on a parallel card game. Children’s approach to the task is analysed in relation to the science of learning and what we know from research about the challenges children with Down syndrome face in learning. This analysis juxtaposes the role of structure and sequence with that of exploration and creativity. The role of the social, both the character in the game, and that of a supportive adult are considered. The implications for further development of the presentation of the game are discussed together with the requirements of further research.
@InProceedings{PORTER2016ACC,
author = {Porter, J.},
title = {ACCESS AND THE DIGITAL DOORWAY TO LEARNING FOR CHILDREN WITH DOWN SYNDROME},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1175},
url = {http://dx.doi.org/10.21125/inted.2016.1175},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {744-751}}
TY - CONF
AU - J. Porter
TI - ACCESS AND THE DIGITAL DOORWAY TO LEARNING FOR CHILDREN WITH DOWN SYNDROME
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1175
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 744
EP - 751
ER -
J. Porter (2016) ACCESS AND THE DIGITAL DOORWAY TO LEARNING FOR CHILDREN WITH DOWN SYNDROME, INTED2016 Proceedings, pp. 744-751.
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