Una imagen vale más que 1.000 palabras: representa las entradas del menú de la página web con imágenes para personas con discapacidades de aprendizaje
DOI:
https://doi.org/10.5433/1984-7939.2017v2n2p271Palabras clave:
Representación pictórica, Diseño de sitio web, Dificultades de aprendizajeResumen
El uso de imágenes, símbolos y otras representaciones pictóricas en los sitios web es una práctica común e insiste en la literatura sobre diseño web, particularmente con respecto a las personas con discapacidades de aprendizaje. Sin embargo, hay una escasez de literatura sobre la eficacia del uso de imágenes de esta manera, y sobre lo que podría ser la representación pictórica más efectiva de varios temas relacionados con la "transición": el cambio del entorno protector del mundo escolar al mundo de los adultos. empleo apoyado y más vida independiente. El objetivo del estudio fue determinar cuáles fueron las representaciones más efectivas de los temas relacionados con la transición, como el ocio, la salud y la educación, con respecto a tres tipos de representación fotográfica y artística: fotos, iconos y Widgits. El estudio se llevó a cabo en dos etapas. Una etapa cualitativa exploró los significados dados a varias fotos e íconos, seleccionados de sitios web y literatura apropiados. La segunda etapa consistió en un ejercicio en línea, en el que los participantes se presentan con varias fotos u otras representaciones y seleccionan a qué categoría pertenecen (salud, trabajo, etc.). Los resultados sugirieron que, si bien intuitivamente es sensato, el uso de la representación pictórica puede no ayudar realmente a la comprensión del contenido, debido a las dificultades inherentes al intento de encapsular conceptos dentro de una única representación. Temas más concretos como Amigos, son más fáciles de representar pictóricamente que conceptos tales como Soporte o Seguridad. Las representaciones más efectivas fueron fotográficas, siendo Widgits la menos efectiva. A partir de estos resultados, podría obtenerse un buen argumento para la reproducción de audio de las etiquetas.Citas
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WIDGIT. About Widgit. Disponível em: http://www.widgit.com/aboutus.htm. Acesso em: 18 dez. 2017.
WILLIAMS, Peter. Transition and people with learning disabilities: reflections on the quality of content that emerges from the process of involving service-users in information provision. Aslib Proceedings, Bingley, v. 60, n. 5, p. 474-492, 2008.
BOHMAN, P. Cognitive disabilities part 2: conceptualizing design considerations. WebAIM. Logan, 9 Aug. 2013b. Disponível em: https://webaim.org/articles/cognitive/conceptualize/. Acesso em: 18 dez. 2017.
BOOTH, Tim; BOOTH, Wendy. Sounds of silence: narrative research with inarticulate subjects. Disability and Society, Abingdon, v. 11, n. 1, p. 55-69, 1996.
BOOTH, Tim; BOOTH, Wendy. The use of depth interviewing with vulnerable subjects: lessons from a research study of parents with learning difficulties. Social Science and Medicine, Oxford, v. 39, n. 3, p. 415-424, Aug. 1994.
CARR, Deborah; FELCE, David. Application of stimulus equivalence to language intervention for individuals with severe linguistic disabilities. Journal of Intellectual and Developmental Disability, Abingdon, v. 25, n. 3, p. 181-205, 2000.
CHANDLER, Daniel. Semiotics: the basics. 3rd ed. Abingdon: Routledge, 2017.
FILLIPPATOU, Diamanto; PUMFREY, Peter David. Pictures, titles, reading accuracy and reading comprehension: a research review (1973–95). Educational Research, Abingdon, v. 38, n. 3, p. 259-291, 1996.
FINLAY, William Michael Logan; WALTON, Christopher; ANTAKI, Charles. Promoting choice and control in residential services for people with learning disabilities. Disability and Society, Abingdon, v. 23, n. 4, p. 349-360, 2 June 2008.
HARBER, Jean R. The effects of illustrations on the reading performance of learning disabled and normal children. Learning Disability Quarterly, New York, v. 6, n. 1, p. 55- 60, 1983.
HANNUS, Matti; HYÖNÄ, Jukka. Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, New York, v. 24, n. 2, p. 95-123, Apr. 1999.
HOUTS, Peter S.; DOAK, Cecilia C.; DOAK, Leonard G.; LOSCALZO, Matthew J. The role of pictures in improving health communication: a review of research on attention, comprehension, recall, and adherence. Patient Education and Counseling, Limerick, v. 61, n. 2, p. 173-190, May 2006.
HUDSON, Roger; WEAKLEY, Russ; FIRMINGER, Peter. An accessibility frontier: cognitive disabilities and learning difficulties. Web Usability. Marrickville, 30 Jan. 2004. Disponível em: http://usability.com.au/2004/12/an-accessibility-frontiercognitive-disabilities-and-learning-difficulties-2004/. Acesso em: 18 dez. 2017.
JONES, Fergal W.; LONG, K.; FINLAY, William Michael Logan. Symbols can improve the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research, Oxford, v. 51, n. 7, p. 545-550, July 2007.
MICHIELUTTE, Robert; BAHNSON Judy; DIGMAN, Mark B.; SCHROEDER, E. The use of illustrations and narrative text style to improve readability of a health education brochure. Journal of Cancer Education, New York, v. 7, n. 3, p. 251-260, 1992.
MINNION, Andrew; STAPLES, P.; SINGH, R.; WILLIAMS, P. Beyond the road ahead. London: University of East London, 2008.
MOLL, John Michael Henderson. Doctor-patient communication in rheumatology: studies of visual and verbal perception using educational booklets and other graphic material. Annals of Rhuematic Disease, London, v. 45, n. 3, p. 198-209, Mar. 1986.
MORRIS, Jenny. Social exclusion and young disabled people with high levels of support needs. Critical Social Policy, London, v. 21, n. 2, p. 161-183, 1 May 2001.
MORRIS, Jenny. Young disabled people moving into adulthood. York: Joseph Rowntree Foundation, 2002.
PEARSON, Elaine; KOPPI, Tony. Developing inclusive practices: evaluation of a staff development course in accessibility. Australian Journal of Educational Technology, Carlingford, v. 19, n. 3, p. 275-292, 2003.
PONCELAS, Angela; MURPHY, Glynis. Accessible information for people with intellectual disabilities: do symbols really help? Journal of Applied Research in Intellectual Disabilities, Hoboken, v. 20, n. 5, p. 466-447, 14 Mar. 2007.
READANCE, John E.; MOORE, David W. A meta-analytic review of the effect of adjunct pictures on reading comprehension. Psychology in the Schools, Oxford, v. 18, n. 2, p. 218-224, Apr. 1981.
SEVILLA, Javier; HERRERA, Gerardo; MARTINEZ, Bibiana; ALCANTUD, Francisco. Web accessibility for individuals with cognitive deficits: a comparative study between an existing commercial web and its cognitively accessible equivalent. ACM Transactions on Computer-Human Interaction, New York, v. 14, n. 3, p. 1-23, Jan. 2007.
SIDMAN, Murray. Equivalence relations: where do they come from? In: BLACKMAN, Derek E.; LEJEUNE, Helga (Ed.). Behavior analysis in theory and practice: contributions and controversies. Hillsdale: Erlbaum, 1990. p. 93-114.
SINGH, Saamer; GEDEON, Tamàs Domonkos; RHO, Youngju. Enhancing comprehension of web information for users with special linguistic needs. Journal of Communication, Oxford, v. 48, n. 2, p. 86-108, June 1998.
TARLETON, Beth. The road ahead? Information for young people with learning difficulties, their families and supporters at transition. Bristol: University of Bristol, 2004.
TOWNSLEY, Ruth. The road ahead? What does the literature tell us about the information needs of young people with learning difficulties and their families at transition? Bristol: University of Bristol, 2004.
W3C - World Wide Web Consortium. 15 May 2017. How People with Disabilities Use the Web. Disponível em: https://www.w3.org/WAI/people-use-web/. Acesso em: 18 dez. 2017.
WARD, Linda; HESLOP, Pauline; MALLETT, Robina; SIMONS, Ken. Transition: the experiences of young people with learning disabilities and their families in England. Tizard Learning Disability Review, Bingley, v. 8, n. 4, p. 19-28, Oct. 2003.
WIDGIT. About Widgit. Disponível em: http://www.widgit.com/aboutus.htm. Acesso em: 18 dez. 2017.
WILLIAMS, Peter. Transition and people with learning disabilities: reflections on the quality of content that emerges from the process of involving service-users in information provision. Aslib Proceedings, Bingley, v. 60, n. 5, p. 474-492, 2008.
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2018-09-14
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WILLIAMS, Peter. Una imagen vale más que 1.000 palabras: representa las entradas del menú de la página web con imágenes para personas con discapacidades de aprendizaje. Educação em Análise, Londrina, v. 2, n. 2, p. 271–302, 2018. DOI: 10.5433/1984-7939.2017v2n2p271. Disponível em: https://ojs.uel.br/revistas/uel/index.php/educanalise/article/view/32219. Acesso em: 4 jul. 2024.
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