Landscape interaction design of special education school based on children's perceptual disturbance

2020 ◽  
pp. 002072092094059
Author(s):  
Bian Xin
Keyword(s):  
Special Education ◽  
Interaction Design ◽  
Interaction Space ◽  
Landscape Design ◽  
Human Communication ◽  
Special Groups ◽  
The Disabled ◽  
Special Education School ◽  
Free Interaction ◽  
Special Children

With the continuous development of the career of the disabled, special education has become an important part of the development of education in China. Therefore, it is particularly important to meet the needs of special children’s campus construction. However, China is relatively backward, and special education schools lack complete landscape design for special groups. Campus landscape carries many contents including education, leisure, communication and rehabilitation. At present, the landscape design of special education schools lacks the recognition of the particularity of special children, and ignores their demands for normal communication and interaction. Starting from the characteristics of special children, this paper analyses and studies the perceptual characteristics of hearing impaired students and visual impaired students respectively, and applies the concept of “interactive design” to the landscape design of special schools. Interaction design pays attention to the process of human experience, which coincides with the design idea of “people-oriented” emphasized in landscape design. Landscape interaction design is the design of human communication, communication and interaction space, so as to guide the campus landscape environment suitable for the barrier-free interaction of actors, make up for defects, provide safe activities, individualized education and living campus.

scholarly journals Cognitive Accessibility and Support in Special Education

Sensors ◽  
2021 ◽  
Vol 21 (14) ◽  
pp. 4871
Author(s):  
Miguel A. Guillomía ◽  
José Ignacio Artigas ◽  
Jorge L. Falcó
Keyword(s):  
Special Education ◽  
Interaction Design ◽  
Technology Development ◽  
Social Performance ◽  
Low Cost ◽  
Time Orientation ◽  
Self Awareness ◽  
Cognitive Support ◽  
Show Evidence ◽  
Special Education School

This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based on and guided by cognitive support findings coming from a long-term collaboration of a team of engineers (University of Zaragoza) and special education teachers (Alborada Special Education School, Zaragoza). The description starts by providing a structure of such findings in five cognitive-social areas (interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction). Design requirements are extracted by applying those findings to four support services (home control, time orientation, behavior contention, and context anticipation). Technological system description follows, together with the degree of implementation and testing for each service. A major result is the benefit of using a services interface with the same structure and appearance as the alternative and augmentative communication system that children are already acquainted with. Based on regulatory conditions, the needed flexibility, and reduced available budgets, this support platform is built on mainstream technology and low-cost single-board computers with standard databases and free software packages. Results show evidence of benefit in children’s cognitive and social performance, in addition to offering a technological tool for deeper educational research.

Mothering Special Children: Negotiating Gender, Disability, and Special Education in Contemporary China

2020 ◽  
Vol 90 (1) ◽  
pp. 26-48
Author(s):  
JINTING WU
Keyword(s):  
Special Education ◽  
Ethnographic Study ◽  
Urban China ◽  
Child Rearing ◽  
Contemporary China ◽  
Research Article ◽  
Education School ◽  
Special Education School ◽  
The Individual ◽  
Special Children

In this research article, Jinting Wu examines the lived experiences of mothers raising and educating children with disabilities in contemporary China. In the national project of cultivating “quality” citizens, and in the individual pursuit of successful child-rearing, mothers of special children in China are viewed as deficient for conceiving “less-than-perfect” offspring. Drawing on an ethnographic study in a special education school in Guangzhou, Wu explores motherhood's intersections with disability, patriarchy, and state power as the site of social vulnerability and inequality in urban China and highlights the ways special mothers engage in moral experimentation, turning trying circumstances into opportunities to strive and transform. Working hard to be good mothers against many odds, these women are simultaneously the “suffering subjects” and “morally striving subjects,” and their experiences critique as well as shed new light on social justice.

Journal Editor and Associate Editor Perspectives on Research Reproducibility and Open Science

2021 ◽  
pp. 074193252110172
Author(s):  
Daniel M. Maggin
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Journal Editor ◽  
Associate Editor ◽  
Open Science ◽  
Science Practices ◽  
Journal Editors ◽  
Education School ◽  
Special Education School ◽  
Insight Into

Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigates its credibility and reduces the validity of information disseminated to practitioners and policymakers. In light of these issues, this article reports on a survey of journal editors-in-chief and associate editors to gain insight into concerns regarding research reproducibility, and the familiarity and viability of open science for improving research credibility. Results indicate that respondents were concerned about research reproducibility, were moderately familiar with open science practices, and viewed many as effective for improving research credibility. Finally, respondents supported the use of journals to encourage open science practices though there was little support for requiring their use. Findings are discussed in relation to open science and implications for research and practice.

Optical Head-Mounted Displays in Mass Casualty Incidents

2015 ◽  
Vol 7 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Henrik Berndt ◽  
Tilo Mentler ◽  
Michael Herczeg
Keyword(s):  
Emergency Medical Services ◽  
Interaction Design ◽  
Crisis Response ◽  
Mass Casualty ◽  
Mass Casualty Incidents ◽  
Medical Services ◽  
Optical Head ◽  
Emergency Medical ◽  
Head Mounted Displays ◽  
Free Interaction

Optical head-mounted displays (OHMDs) could support members of emergency medical services in responding to and managing mass casualty incidents. In this contribution, the authors describe the human-centered design of two applications for supporting the triage process as well as the identification of hazardous materials. They were evaluated with members of emergency medical services and civil protection units. In this regard, challenges and approaches to human-computer interaction with OHMDs in crisis response and management are discussed. The conclusion is drawn that often mentioned advantages of OHMDs like hands-free interaction alone will not lead to usable solutions for safety-critical domains. Interaction design needs to be carefully considered right down to the last detail.

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