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Language Development and Mobile Apps for Down Syndrome Children

Author

Listed:
  • Eleni Karagianni

    (Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece)

  • Athanasios Drigas

    (Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece)

Abstract

Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. The aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, the use of mobile apps can significantly improve their cognitive functioning, in order to acquire academic and social skills that will ensure them an independent and quality life.

Suggested Citation

  • Eleni Karagianni & Athanasios Drigas, 2022. "Language Development and Mobile Apps for Down Syndrome Children," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 193-213, August.
    • Handle: RePEc:tec:journl:v:34:y:2022:i:1:p:193-213
    DOI: 10.47577/tssj.v34i1.6997
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    References listed on IDEAS

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    1. Marios A. Pappas & Chara Papoutsi & Athanasios S. Drigas, 2018. "Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece," Social Sciences, MDPI, vol. 7(6), pages 1-15, June.
    2. Athanasios Drigas & Angeliki Sideraki, 2021. "Emotional Intelligence in Autism," Technium Social Sciences Journal, Technium Science, vol. 26(1), pages 80-92, Decembrie.
    3. Irene Chaidi & Athanasios Drigas & Charalampos Karagiannidis, 2021. "ICT in special education," Technium Social Sciences Journal, Technium Science, vol. 23(1), pages 187-198, September.
    4. Ioanna Moraiti & Anestis Fotoglou & Katerina Dona & Alexandra Katsimperi & Konstantinos Tsionakas & Athanasios Drigas, 2022. "IoT in Special Education," Technium Social Sciences Journal, Technium Science, vol. 30(1), pages 55-63, April.
    5. Aggeliki Zavitsanou & Athanasios Drigas, 2021. "Nutrition in mental and physical health," Technium Social Sciences Journal, Technium Science, vol. 23(1), pages 67-77, September.
    6. Angeliki Sideraki & Athanasios Drigas, 2021. "Artificial Intelligence (AI) in Autism," Technium Social Sciences Journal, Technium Science, vol. 26(1), pages 262-277, December.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Down syndrome; language phenotype; factors; m-learning; mobile apps;
    All these keywords.

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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