Information Technology Reference
In-Depth Information
Table 2.
The extracted guidelines under the three main categories and the justification-example
Categories
Guidelines
Justification-Example
Approach
Follow
children
learning
Instructor should wait the interpreter to finish, give
enough time to children to read information and
repeat when children do not follow the instructions
(as many times as needed).
Use personal
approach
The instructor should treat every child uniquely, and
consider his/her individual difficulties. The instructor
should keep eye contact with all the children to
ensure that they are following him.
Provide
practical
information
Reduce the amount of the provided information, by
focusing to the practical information. Support the
recall of communication patterns rather than building
new ones and provide few but distinct choices to the
child.
Settings
Different
sessions with
clear goals
The workshop should be well-structured with
different and clear (IT-programming) competencies
on each session and many breaks between the
sessions.
Very
well
Interpreters and instructors need to work together in
advance, in order to reduce potential difficulties in
communication and the vocabulary (sign language
vocabulary is limited). Interpreters need to have
some knowledge in the field (e.g., programming).
prepared
interpreters
Means
Many, clear
and big
visual aids
Big screens, projectors and other visual aids are
essential on assisting children communication (e.g.,
on figure 1 the big screen behind the instructor). Text
should have clear large headings, and different
notions should be distinguished with different colors
and shapes.
Support
children-
computer
interaction
via
Children-computer (program) interaction should be
supported with various visual means. For instance
children-program interaction through the web-camera
(figure 4) motivates them to optimize their code.
visual
tools
5
Conclusions and the Way Ahead
In this paper we presented the results from the design, deployment and evaluation of a
game coding workshop for children with DHH. Our results provide an initial attempt
to exploit knowledge from experts in DHH and model this knowledge into useful
guidelines for designers and developers who aim to address children with DHH as
participants of programming learning workshop. Our research is characterized by a
