STUDY OF THE CHILDREN'S BOOK-OBJECT AS AN AID IN THE DEVELOPMENT OF INCLUSIVE TEACHING IN THE LITERACY OF STUDENTS WITH VISUAL IMPAIRMENTS

• Grant number: 23/16680-2
• Support Opportunities: Scholarships in Brazil - Master
• Start date: June 01, 2024
• Status: Discontinued
• Field of knowledge: Applied Social Sciences - Industrial Design - Visual Programming
• Principal Investigator: Fernanda Henriques
• Grantee: Luciana Sales Cordeiro
• Host Institution: Faculdade de Arquitetura, Artes, Comunicação e Design (FAAC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil
• Associated scholarship(s): 24/20921-8 - ALPHABET BOOKS AND INCLUSION: an analysis from the perspective of Graphic Design, BE.EP.MS

Abstract

Timely literacy plays a fundamental role in the comprehensive social development of an individual. However, in the context of educating children with visual impairments, learning might be inadequate as teaching predominantly relies on visible components. Children's object books represent a promising avenue for research due to their potential in inclusive design studies. Accordingly, this project aims to analyze educational materials produced by the Center for the Promotion of Citizenship for People with Visual Disabilities (CPC) in Americana, SP, along with four selected book-objects by the researchers from an inclusive design perspective. The primary objective is to identify design and interactive features conducive to inclusive teaching and tactile stimulation during the literacy phase within the school environment. The methodology employed in this project is action research, characterized by an exploratory and descriptive approach, encompassing the following steps: A literature review covering inclusive graphic design, editorial design of children's object books, and the graphic production of educational materials;Interviews with educators to comprehend the literacy process among non-sighted children; Specific case studies focusing on children's object books and illustrated tactile books, examining concepts of graphic design, editorial design, and inclusive design; Field observations to analyze didactic strategies used by educators employing toy books and inclusive teaching materials; Collaborative assesment, through questionnaires and interviews with educators on the tested didactic approaches. As anticipated outcomes, this paper aims to catalog interactive elements design attributes alongside educational practices suitable for classroom implementation.