Information Technology Reference
In-Depth Information
This design of learning (in our case programming) environments to support
children with special needs (in our case DHH) comes with additional challenges. For
example, there are diverse stakeholders (e.g., special educators, designers, DHH
experts) that need to be involved in the design of these environments and
technologies, and from the children themselves and their families. Likewise,
educators, researchers and practitioners with a variety of expertise need to work
together to develop practical solutions with a chance of succeeding in realistic
contexts.
3
Game Coding Experience
Twelve 12-year old children with DHH from the Deaf school of Trondheim in
Norway participated in the game coding workshop. The workshop took part in the
Norwegian Deaf Museum (see figure 1, for the context of the workshop). The
schedule, the infrastructures and the main goal of the workshop were based from
knowledge we obtained from prior similar experience [5] [6].
Fig. 1.
The context of the game coding workshop
In particular, the children attended the workshops were instructed and assisted by a
programming artist with an interpreter and during the workshop children worked with
the Scratch programming environment. In order to better organize the workshop we
closely collaborate with six experts (see table 1), which, after observing the
workshop, responded to a survey and formed up a focus group. In selecting the
experts, we focused on people's professional expertise in the domains of DHH,
children and education.
