In this paper, we focus on the question of design of technology for Deaf children, and whether the needs of these children are different from their hearing counterparts in a technology design setting. We present findings from literature together with our own observations to determine if there are distinguishing characteristics for Deaf children that may influence design sessions with them. We found that Deaf children generally have reduced literacy and slower academic progress, reduced social and emotiol development, reduced empathy and a level of nervousness in novel situations, delayed language development, and limited or delayed spoken language. We also found that Deaf children are active and innovative in approaching communication, have sensitive visual attention in their peripheral vision, enhanced attention to small visual changes, and a capacity for visual learning. Filly, cultural issues within the Deaf community mean that Deaf children should be free to interact on their own terms in a design situation. We suggest that these differences merit the development of a design approach specific to the needs of Deaf children.
IDC 2014: Building Tomorrow’s Technology • Together (2014)
Unless otherwise indicated, works by Griffith University Scholars are © Griffith University. For further details please refer to the University Intellectual Property Policy.