Glossary of computational terms as a stimulus to programming logic: a case study with deaf students

This research full paper presents that Brazilian deaf community has conquered rights in the area of education, and in recent years, with the increase of the enrollment of deaf people in educational establishments, there is a need to elaborate new specific signs of LIBRAS for technical terms of speci...

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Bibliographic Details
Published in:Proceedings - Frontiers in Education Conference pp. 1 - 7
Main Authors: Granada, Rafael Pinto, Barwaldt, Regina, Espindola, Danbia Bueno
Format: Conference Proceeding
Language:English
Published: IEEE 01.10.2018
Subjects:
Assistive technology
computational glossary
deaf
Education
Geometry
Gesture recognition
Lego Mindstorms NXT
logic programming
Programming profession
SuperLOGO
Terminology
ISSN:2377-634X
Online Access:Get full text
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Summary:This research full paper presents that Brazilian deaf community has conquered rights in the area of education, and in recent years, with the increase of the enrollment of deaf people in educational establishments, there is a need to elaborate new specific signs of LIBRAS for technical terms of specific courses in different areas. The objective of this work is develop a computational glossary of signals in LIBRAS with the reserved words of the SuperLOGO programming environments and the NXT robotics software. In addition, programming logic and geometry learning in deaf students will be stimulated. The work will be carried out in a bilingual high school, in the mathematics discipline. To validate the glossary and the development process of the students' knowledge will be used categories of pedagogical evaluation and content analysis. The use of these programming softwares combined with the glossary demonstrated the ability to build knowledge in programming logic and geometry that would be hampered by the language barrier. We conclude that the signs developed for the glossary enable the deaf to access complex terms of computing, providing the same possibilities of educational development as their fellow listeners.
ISSN:2377-634X
DOI:10.1109/FIE.2018.8659327