Abstract
The paper considers the adaptation of the educational environment to the needs of children with health limitations. The authors analyze design products for education based on the activity approach and the concept of adaptive shaping by Christopher Alexander. Each element of the educational environment is understood as a mediator in their interaction, facilitating the exchange of information, knowledge, emotions, values, and even conditions. Unlike the re-active “responsive” design, the pro-active adaptive design takes into account the parameters of the human body and psyche, has predetermined proportions and scales that reproduce the principles of the structure of natural entities. Based on the previously derived relationships between the physical and digital educational environments, based on their extensive experience working with children with disabilities, the authors implement the principles of adaptive design in a number of products. The paper’s main finding is the electronic products created by the authors and utilized for the needs of various categories of disabled children.
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Bystrova, T.Y., Tokarskaja, L.V. (2021). Adaptive Design for Children with Disabilities and the Educational Environment. In: Bylieva, D., Nordmann, A., Shipunova, O., Volkova, V. (eds) Knowledge in the Information Society. PCSF CSIS 2020 2020. Lecture Notes in Networks and Systems, vol 184. Springer, Cham. https://doi.org/10.1007/978-3-030-65857-1_8
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