Exploring Inclusive Design and Digital Humanities: Enabling Bilingual Digital Narratives for Deaf Children

Authors

  • Cristina Portugal São Paulo State University
  • Marcio Guimarães Federal University of Maranhão
  • Monica Moura São Paulo State University
  • Jose Carlos Magro Junior São Paulo State University

Keywords:

Design, technology, education, digital narrative, hearing impairment

Abstract

The collaboration between designers and digital humanists has indeed gained increasing significance in crafting effective projects, with design serving as a centralizing force in the realm of digital humanities by establishing interfaces for individuals to engage with technological resources. Therefore, design's methodological practices, encompassing various research and experiential facets, play a pivotal role in enhancing the usability and accessibility of digital resources within the social sphere. This study aims to expand the discourse on the characteristics and potential of the interplay between inclusive design and digital humanities practices, with a specific focus on the development of bilingual digital narratives (utilizing Brazilian Sign Language and Portuguese). The research adopts a collaborative, qualitative approach, encompassing processes of evaluation, validation, and enhancement. Digital visual narratives are presented as a facilitating tool for integrating LIBRAS and Portuguese, thereby aiding in language acquisition for deaf children. The article contributes to the discussion of the humanistic approach to design, emphasizing the values of empathy, ethics, and social responsibility in the creation of inclusive and accessible projects.

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Published

2023-11-21

How to Cite

PORTUGAL, C.; GUIMARÃES, M.; MOURA, M.; MAGRO JUNIOR, J. C. Exploring Inclusive Design and Digital Humanities: Enabling Bilingual Digital Narratives for Deaf Children. Design and Technology Education: An International Journal, [S. l.], v. 28, n. 2, p. 122–135, 2023. Disponível em: https://openjournals.ljmu.ac.uk/DATE/article/view/1208. Acesso em: 15 apr. 2024.