Accessible Games for Health and K-12 Education: Lessons from the Classroom
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ACCESSIBLE GAMES FOR HEALTH AND K-12 EDUCATION Lynn Marentette, Sp.A. NCSP School Psychologist Union County Public Schools May 7, 2008 http://techpsych.blogspot.com http://interactivemultimediatechnology.blogspot.com Background School psychologist in Union County Public Schools,…
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ACCESSIBLE GAMES FOR HEALTH AND K-12 EDUCATION Lynn Marentette, Sp.A. NCSP School Psychologist Union County Public Schools May 7, 2008 http://techpsych.blogspot.com http://interactivemultimediatechnology.blogspot.com
School psychologist in Union County Public Schools, North Carolina
Certified in school psychology and guidance counseling
Discovered Universal Design for Learning in 2002when researching multimedia applications and educational games for secondary students with mild disabilities who were struggling in school and becoming disengaged.
Students were strong visual learners; most were avid gamers
Some students had more complex disabilities
Returned to school in 2003 initially to learn how to make multimedia games for hand held devices and interactive whiteboards, took first game class at Central Piedmont Community College, later studied VR for education and training.
Graduate Student, UNC-Charlotte
HCI, Games, ubiquitous computing, etc
Universal Usability and Pervasive Computing
Accessible Games for Health and K-12 Education
“ Technology can positively influence the method in which healthful living courses are taught in the public schools today”
13.8% of students ages 3-21 receive special education services for various disabilities:
Specific Learning Disabilities 5.6%
Speech or language impairments 3.0%
Mental retardation 1.1%
Emotional disturbance 1.0%
Hearing impairments 0.2%
Orthopedic impairments 0.2%
Other health impairments 1.2%
Visual impairments 0.1%
Multiple disabilities 0.3%
Autism 0.5 Now 1 in 150 students!
Traumatic brain injury 0.1
National Center on Education Statistics (2006)
Universal Design for Learning
Universal Design for Learning calls for ...
Multiple means of representation , to give learners various ways of acquiring information and knowledge,
Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,
Multiple means of engagement , to tap into learners' interests, offer appropriate challenges, and increase motivation.
Why? Games and Virtual Worlds, Therapeutic Games, MMO’s
EASE GAMES EASe Games were developed from a listening therapy program for use with children who have autism spectrum disorders or those who have sensory or auditory processing problems. http://www.vision-audio.com /
Based on Croquet
Provide feedback: immediate and ongoing
Provide multiple methods of input and output
Make it intuitive- easy to understand and play with minimal assistance, or with assistance from a peer
Guide the guider approach- documentation materials and directions should be understood by everyone who spends time with the student, including teachers, siblings, and grandparents
Suggestions for Applications
Provide multiple examples
Highlight critical features
Use digital tour guides to provide support
Provide multiple media and formats
Provide background information
Support strategic learning, use UDL principles, multiple means of expression
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