KidPad: a design collaboration between children, technologists, and educators
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Designing storytelling technologies to encouraging collaboration between young children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Designing StoryRooms: interactive storytelling spaces for children
DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
Classroom collaboration in the design of tangible interfaces for storytelling
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Usability engineering: scenario-based development of human-computer interaction
Usability engineering: scenario-based development of human-computer interaction
A Pattern Approach to Interaction Design
A Pattern Approach to Interaction Design
Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling
Personal and Ubiquitous Computing
Communications of the ACM - End-user development: tools that empower users to create their own software solutions
Teaching rhetorical skills with a tangible user interface
Proceedings of the 2004 conference on Interaction design and children: building a community
Extending tangible interfaces for education: digital montessori-inspired manipulatives
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Some reflections on designing construction kits for kids
Proceedings of the 2005 conference on Interaction design and children
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
TagTiles: optimal challenge in educational electronics
Proceedings of the 1st international conference on Tangible and embedded interaction
Proceedings of the 6th international conference on Interaction design and children
Proceedings of the 2nd international conference on Tangible and embedded interaction
Designing with and for children with special needs: an inclusionary model
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Mocotos: mobile communications tools for children with special needs
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Broadening children's involvement as design partners: from technology to
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Tangibles for toddlers learning language
Proceedings of the 3rd International Conference on Tangible and Embedded Interaction
Designing with children with severe motor impairments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Tangibles for children,: the challenges
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Advances in Human-Computer Interaction - Special issue on interactive play and learning for children
An open-ended tangible environment for disabled children's learning
Proceedings of the 10th International Conference on Interaction Design and Children
Children's co-design and inclusive education
Proceedings of the 10th International Conference on Interaction Design and Children
Personal and Ubiquitous Computing
Proceedings of the 10th Brazilian Symposium on on Human Factors in Computing Systems and the 5th Latin American Conference on Human-Computer Interaction
Proceedings of the 11th Brazilian Symposium on Human Factors in Computing Systems
A customized mobile application for a cerebral palsy user
Proceedings of the 31st ACM international conference on Design of communication
International Journal of Human-Computer Studies
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The purpose of our research is to support cognitive, motor, and emotional development of severely disabled children in the school context. We designed and implemented a set of novel learning experiences that are both low-cost and easily customizable, and combine the visual communication paradigm of Augmented Alternative Communication (ACC) with multimedia tangible technology. Using an application framework developed at our lab (called "Talking Paper"), teachers and therapists can easily associate conventional paper based elements (e.g., PCS cards, drawings, pictures) to multimedia resources (videos, sounds, animations), and create playful interactive spaces that are customized to the specific learning needs of each disabled child. Paper based elements work as visual representations for the concepts children must learn, as communication devices, and as physical affordances for interacting with multimedia resources. The paper presents the approach and its application in a real school context, highlighting the benefits for both disabled and non disabled children. The latter were involved as co-designers of multimedia contents and learning activities. Their creative participation favored group-binding and increased tolerance and sense of community in the classroom, so that the overall project became a means for real inclusive education.