When an individual presents some type of intellectual disability,
there is a tendency to expose him to innumerous evaluations, repeating
them several times in a short period so as to verify his development. In some
cases, the evaluation is tiring and could lead to the desistance of the person
evaluated and to the exhaustion of the appraiser. In this article a
computational game was developed in Flash for teenagers with the Down
Syndrome that demonstrate light or moderate intellectual disability to
evaluate cognitive seriation functions and classes inclusion based on the
Jean Piaget theory. The game is set up in a kitchen where the individual to
be evaluated helps the principal character in achieving tasks. After the
termination of the activities a report is made with the analysis of the
operative structures demonstrated. To evaluate the efficiency of the game,
the subjects went through the evaluation of the operative tests and then
played the game. Two pilot tests were made and applied to 13 teenagers
with the Down Syndrome. The analysis showed that the method minimizes
subjectivity and manipulation of the material needing less time making the
report as the game is produced immediately. There was a bigger interest
because the game contextualizes the tests even when the individual had
verbal difficulty the evaluation access was possible through the game which
didn ́t occur when applied in the real tests.
CitacióAmate, Flávio Cezar; Vogel, Denis. Development of a game for the evaluation of operative structure in teenagers with Down Syndrome. "Journal of accessibility and design for all", 2014, vol. 4, núm. 1, p. 1-13.
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