The Use of Computational Artifacts to Support Deaf Learning: An Approach Based on the Direct Way Methodology

  • Marta Angélica Montiel Ferreira
  • Juliana Bueno
  • Rodrigo Bonacin
  • Laura Sánchez García
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10279)


Deaf users face various difficulties accessing the Web. These difficulties are frequently due to low skills on written language, which is a consequence of approaches that do not favor appropriate methods such as bilingual literacy. This method make use of sign language skills to teach a second written language. In this paper, we present studies with deaf students that explore the direct way methodology articulated with computational artifacts aiming to promote the bilingual literacy. This article presents 10 meetings where we performed learning activities with 3 teachers and 12 deaf students. The objective was to apply our approach to improve the reading and writing skills on Portuguese language, as a second language. The studies point out positive results, and the possibility of exploring this approach from the early years of child literacy.


Web accessibility Deaf accessibility Deaf literacy Direct way methodology 


  1. 1.
    Association Française Pour La Lecture: Actes de lecture: les principes de la voie directe, nº 100 (2007). Accessed Feb 2017
  2. 2.
    Bueno, J., García, L.S.: Pesquisa-ação na construção de insumos conceituais para um ambiente computacional de apoio ao letramento bilíngue de crianças surdas. In: XXVI Simpósio Brasileiro de Informática na Educação – SBIE, pp. 887–896 (2015)Google Scholar
  3. 3.
    Bueno, J., Sánchez García, L.: Action research to generate requirements for a computational environment supporting bilingual literacy of deaf children. In: Stephanidis, C., Antona, M. (eds.) UAHCI 2014. LNCS, vol. 8514, pp. 245–253. Springer, Cham (2014). doi: 10.1007/978-3-319-07440-5_23 Google Scholar
  4. 4.
    Bueno, J.: Pesquisa-ação na construção de insumos conceituais para um ambiente computacional de apoio ao letramento bilíngue de crianças surdas. Doctoral dissertation UFPR, Curitiba (2014)Google Scholar
  5. 5.
    Cherem, L.P., Rammé, V., Pedra, N.S., Olmo, F.C.: Dossiê Especial: Didática sem Fronteiras, vol. 2, pp. 93–110. Revista X, Curitiba (2014). Accessed Feb 2017
  6. 6.
    Ferreira, M.A.M., Bueno, J., Bonacin, R.: Encouraging the learning of written language by deaf users: web recommendations and practices. In: Antona, M., Stephanidis, C. (eds.) UAHCI 2016. LNCS, vol. 9739, pp. 3–15. Springer, Cham (2016). doi: 10.1007/978-3-319-40238-3_1 CrossRefGoogle Scholar
  7. 7.
    Ferreira, M.A.M.: Design inclusivo e participativo na web: incluindo pessoas surdas. Master Thesis Faccamp, Campo Limpo Paulista (2014) Google Scholar
  8. 8.
    García, L.S. et al.: HCI architecture for deaf communities cultural inclusion and citizenship. In: 15th International Conference on Enterprise Information Systems. Lisboa: ICEIS 2013, vol. 3, pp. 68–75 (2013)Google Scholar
  9. 9.
    Goody, J.: La raison graphique, p. 97. Les éditions de Minuit, Paris (1985)Google Scholar
  10. 10.
    Haiduski, A.S.L.: Ambiente de autoria web de apoio ao letramento infantil. Master Thesis UFPR, Curitiba (2016)Google Scholar
  11. 11.
    Ng’ethe, G.G., Blake, E.H., Glaser, M.: Supporting deaf adult learners training in computer literacy classes. In: Zvacek, S., Restivo, M.T., Uhomoibhi, J., Helfert, M. (eds.) CSEDU 2015. CCIS, vol. 583, pp. 598–617. Springer, Cham (2016). doi: 10.1007/978-3-319-29585-5_34 CrossRefGoogle Scholar
  12. 12.
    Razet, C.: De la lecture d’une histoire à la lecture d’une écriture. In: GERFLINT (ed.). Synergies Brésil, pp. 59–74. Editora Humanitas, São Paulo (2012)Google Scholar
  13. 13.
    Shneiderman, B.: Universal usability. Commun. ACM 43(5), 85–91 (2000)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Marta Angélica Montiel Ferreira
    • 1
  • Juliana Bueno
    • 2
  • Rodrigo Bonacin
    • 1
    • 3
  • Laura Sánchez García
    • 2
  1. 1.FACCAMPCampo Limpo PaulistaBrazil
  2. 2.Informatics DepartmentFederal University of ParanáCuritibaBrazil
  3. 3.Center for Information Technology Renato ArcherCampinasBrazil

Personalised recommendations