Graphic design in special school: a new didactic proposal for students with intellectual and cognitive disabilities

Journals

Title：
Graphic design in special school: a new didactic proposal for students with intellectual and cognitive disabilities
Author：
Diego Bernaschina
Author Affiliation：
Independent Scholar, Santiago, Chile
Received：Jul.6, 2023
Accepted：Jul.25, 2023
Published：Aug.8, 2023

Abstract

This paper corresponds to the educational experience on the importance of the information and communication technologies used for students, especially with the theory of structural cognitive modifiability of the Romanian psychologist Reuven Feuerstein (1921-2014) about borderline intellectual functioning incorporation. Feuerstein is the theoretical vision of special students manifests a culturally disadvantaged and socially disadvantaged life by incorporating this educational model through new technologies at different school stages. The only question suggested raising the methodological work for the graphic design subject: Is there a good tool for the graphic design for young students with intellectual and cognitive disabilities? There is no space to think and understand the use of more significant materials. Therefore, this situation arises to respond to the new socio-educational demands of users with intellectual and cognitive disabilities through the information and communication technologies used in the special school. It is possible to analyze the “new” guidance on the specialization of complementary teaching in graphic design, facilitating the recognition of students with intellectual and cognitive disabilities. The methodological proposal was designed through planning guidelines series to create new concepts of basic tools and digital content for special students. A brief analysis of the didactic resources to include the combination of strategic skills and teaching-learning processes of visualization capacity and usability tools. The main recommendations on different criteria to improve the quality of educational interaction, especially for borderline students and for the Deaf teacher/artist in the graphic design workshop.

Keywords

Graphic design, didactics, disability, teaching, special school.

Doi

https://doi.org/10.58396/te020103

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