ACM SIGCAPH Computers and the Physically Handicapped
A visual display for the teaching of intonation to deaf persons: some preliminary findings
Journal of Microcomputer Applications - Special issue on computer applications for handicapped persons
Modeling educational software for people with disabilities: theory and practice
Proceedings of the fifth international ACM conference on Assistive technologies
Error-Tolerant Sign Retrieval Using Visual Features and Maximum A Posteriori Estimation
IEEE Transactions on Pattern Analysis and Machine Intelligence
IEEE Transactions on Pattern Analysis and Machine Intelligence
Adaptive stimulation method used to improve the auditory-verbal education procedure
AIASABEBI'11 Proceedings of the 11th WSEAS international conference on Applied informatics and communications, and Proceedings of the 4th WSEAS International conference on Biomedical electronics and biomedical informatics, and Proceedings of the international conference on Computational engineering in systems applications
Current and future directions of multimedia technology in business
International Journal of Information Management: The Journal for Information Professionals
| Hi-index | 0.00 |
Mehida is a multimedia system offering hearing-impaired children an easy and attractive method to communicate with their hearing and deaf peers. It is a total communication method whose objective is the acquisition of various forms of communication available to the hearing impaired simultaneously: sign language, speech, fingerspelling, lip reading, reading and writing. Didactic activities and games are used to teach the different means of communication. This approach gives the child the chance to practice the different types of communication. A character has been created in the shape of a pear to assist and guide the child. The pupil identifies with the character at all times, as it explains what the child is being asked to do during each activity. The Mehida learning process is divided into five stages: basic learning, prereading and prewriting, syllable, word, and sentence reading and writing. Each phase establishes a hierarchy of didactic objectives which are the expression of the skills and knowledge to be acquired by the child during the learning process (e.g., Learning concepts of similarity), broken down into a series of lower level operational objectives (e.g., Select figures of the same shape, size and colour).Contact Alonso at the Facultad de Informática - Universidad Politécnica de Madrid, Campus de Montegancedo, 28660 - Boadilla del Monte, Madrid, e-mail falonso@fi.upm.es.