The use of mobile devices to support daily routines of teens with Down syndrome: a case study

Abstract

This article presents an ongoing research on the use of mobile devices to support daily routines and promote digital literacy of a Down syndrome teen. After the first two stages, which comprise preliminary and comparative studies, the third stage described in this article proposes a proof of concept to explore a set of mobile apps. The preliminary study allowed the validation of a conceptual model and of a prototype based on the instantiation of daily routine moments (Pre Event, Event and Post Event), while the comparative study supported the selection of the most suitable mobile device to use (smartphone). During the third stage the conceptualization and proof of concept of a personalized learning scenario to enhance digital and financial literacies was organized. The overall results of this research underline the importance of using mobile learning approaches with teens with a similar profile as the participant of our case study, namely as far as daily routines and financial literacy are concerned, which we believe are of utmost importance to promote their participation in a more inclusive society.