Browsing by Author "Veliz, Soledad"

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    Adaptation process of multimodal books for deaf people
    (2017) Veliz, Soledad; Espinoza, Victoria; Sauvalle, Ignacia; Arroyo, Rodrigo; Garolera, Marion; Aviles, F.P.; Sanchez, R.; Bykbaev, V.R.; Guerra, P.I.
    In this study, we present the systematized results of the experience of adapting three multimodal digital books for deaf and hard of hearing (D/HH) children and young people. A five-phase methodology is proposed and challenges, problems and possible solutions are put forward. It is expected that the systematization results useful for other educative resources teams developing fot D/HH children and young people.
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    Requisitos, retos y oportunidades en el contexto del desarrollo de nuevas tecnologías con niños para niños con discapacidad
    (2016) Escobar, Jose Pablo; Arroyo, Rodrigo; Benavente, Catalina; Diaz, Robinson; Garolera, Marion; Sepulveda, Angelica; Urzua, Diego; Veliz, Soledad
    Technology could be a tool for inclusion and equal opportunities for children with disability. Professionals involved in the development of technologies, must meet requirements that guarantee the right of children to information. Although procedures has been adapted to evaluate usability and accessibility, it is necessary to achieve real inclusion of children in the context of development teams. Participatory design methodologies emphasizing the cooperative inquire as a more inclusive paradigm that allows changing the role of children with disabilities in the development of new technologies will be presented.
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    Think difference differently? Knowing/becoming/doing with picturebooks
    (2020) Garcia-Gonzalez, Macarena; Veliz, Soledad; Matus, Claudia
    In this article, we explore ways in which arts-based approaches may be deployed to educate ways of knowing/becoming/doing difference differently, particularly when issues of racism and xenophobia come to the front. We present a school research intervention with students and in-service teachers in Santiago, Chile. In this study, we use The Island, a picturebook that produces a narrative of exclusion and fear, instead of promoting tolerance and conviviality. From a new materialist approach, we show engagements or makings of children and adults, sketching out how they defy simplistic ways of thinking and feeling about normative difference. We frame this study as a diffractive research-intervention in which the intertwined and productive relation 'books and readers' allow us to problematize rather than simplify what knowing/becoming/doing with arts may do to the production of difference within school contexts.