Name of teaching material
Signage made simple for learners with intellectual disability/display/design/self-made self-made product
Japanese Page URL
*The description appears by hovering the cursor over the image.
| Target |
Preschool, primary, or secondary students with intellectual disability Education for students with intellectual disability |
|---|---|
| Disability category | mentally challenged |
| Teaching units / Applicable scenes | life studies activities for independent living life unit learning teaching and learning tools, auxiliary aids |
| Specific purposes |
Learners learn the entire process of how to read signs and get to their destination independently Learners view pictograms and learn what they represent. |
| Considerations for disability characteristics |
1. The arrows have been circled so that they stand out more to the learners. 2. To ensure that the pictograms were comprehensible to the learners, we reviewed the literature on children with intellectual disability and designed our own set of pictograms based on three criteria: 1. indicates an action, 2. uses lines to indicate motion, and 3. Incorporates a symbol that is commonly used, and further improved. |
| Expected effects and results | Learners will learn how to read signs and follow the instructions indicated on their own, which can be applied in society after they graduate |
| How to use |
Shown below is an example of how the materials can be used for class: 1. The instructor gets the learners to think about what they would do if they were lost or needed directions. 2. The instructor shows learners examples of signs on public transport and in public amenities (displays for direction or information). The instructor could display the signs on a screen or take the learners outside of the school to find the actual signs. 3. The instructor takes the learners around the school to find the signs so the learners become aware of their locations. 4. The learners form teams of two or three. Each team attempts to follow the signs and get to the destination indicated (For this image, it would be the school’s gym). 5. The learners deliver presentations about signs outside the school and/or answer questions about the meanings of different signs (e.g. signs indicating a place or giving a warning or prohibition). In this way, they gain an interest in signs outside the school. |
| Related teaching materials and information |
The following sources provided information on “Research results on subjects with learning disabilities” that has been mentioned in “features of learning the material (Considerations for disability characteristics): -Kudo, M. (2014, March). Chiteki shōgai jisha no rikaido o hōkatsushita pikutoguramu no yunibāsarudezain ni kansuru kenkyū [Study on universal pictogram design that takes into account comprehensibility for people with intellectual disability] (Doctoral dissertation). -Kudo, M., Yamamoto, S. (2013, March). Tokubetsu shien gakkō ni okeru shikakuteki shien to shite no sain no keikō [Trends in signage for visual support in special-needs schools]. Bulletin of Japanese Society for Science of Design, 60(1), 87-94. -Kudo, M., Yamamoto, S. (2013, October). Yūnibāsaru ni hairyoshita pikutoguramu no shojōken ni kansuru kenkyū: Chiteki shōgai ni chakumokushite [Study on the criteria for universal pictogram design: Focusing on intellectual disability]. Bulletin of Japanese Society for Science of Design, 60(6), 21-28. |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords signage, universal design, autonomous activity
- Created 2020-11-24 09:53:09
- Updated 2020-11-24 09:53:09