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dc.contributor.authorJadán-Guerrero, Janio-
dc.contributor.authorLópez, Gustavo-
dc.contributor.authorGuerrero, Luis-
dc.date.accessioned2022-07-04T15:29:24Z-
dc.date.available2022-07-04T15:29:24Z-
dc.date.issued2014-
dc.identifier.urihttps://link.springer.com/chapter/10.1007/978-3-319-13102-3_20-
dc.identifier.urihttp://repositorio.uti.edu.ec//handle/123456789/3585-
dc.description.abstractPeople with intellectual disabilities should develop reading and writing skills since children. Otherwise, they will have additional difficulties in their daily life activities, as buying in a store, taking medicaments or getting a job. In this paper we present a prototype that uses tangible interfaces and augmented objects to support a literacy method for children with intellectual disabilities. The prototype was evaluated and the preliminary results showed that the system can not only assists teachers in the classroom, but also helps to better manage the interaction with children and non-traditional interfaces. © Springer International Publishing Switzerland 2014.es
dc.language.isoenges
dc.publisherLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Volume 8867, Pages 108 - 115es
dc.rightsopenAccesses
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/es
dc.titleUse of tangible interfaces to support a literacy system in children with intellectual disabilitieses
dc.typearticlees
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