Paper Info
Title
Designing in, and for, the inclusive classroom
Abstract
In France and in the global north in general, children living with impairments are increasingly attending mainstream schools, according to recent inclusion laws. My thesis explores how inclusion changes children's experience of school as well as how it influences designers' practices. In order to understand the issues at stake, in the case of children living with visual impairments, I conducted a longitudinal field-study, introducing and observing various probes and prototypes, developed using a co-design approach. I will present the current state of this interdisciplinary research, and in particular how these artifacts reconfigured the relationships between actors (children, caregivers, institutions' representatives). Our findings help understanding instructional technologies' adoption process, and provide design examples and guidelines for the inclusion of children living with visual impairments in the classroom.
Year
DOI
Venue
2017
10.1145/3051519.3051524
ACM SIGACCESS
Field
DocType
Volume
Simulation,Computer science,Mathematics education,Mainstream,Multimedia,Inclusion (education)
Journal
117
Issue
ISSN
Citations 
117
1558-2337
0
PageRank 
References 
Authors
0.34
3
1
Name
Order
Citations
PageRank
Emeline Brulé1296.42