An interaction design for MEL-SindD: A basic reading courseware for Down syndrome children

Abstract

The design of an early reading courseware (MEL-SindD) for Down syndrome (DS) needs to focus particularly on the students unique learning styles. Thus, this paper reports on DS students' characteristics, shortcomings and strength which need to be integrated in the design of the courseware. Hence, this paper demonstrates how the approaches and learning principles can be translated into guidelines for the interaction design of MEL-SindD that enables to motivate the DS students to learn.