Supporting Communication by Wearable Bracelets in Special Needs Classes in Public Schools

Abstract

This paper describes a feasibility study of using wearable bracelets which vibrate and emit light to support call and response behavior between teachers and children. They were worn by teachers and children of special needs classes of public schools, mainly children with autism and intellectual disability, with the aim to let the children pay attention to them in the gymnasium, and also to support communication among the teachers and children wherever they are in the school. By focusing on five children who had problems to follow the teacher’s instructions, it was found that four showed significant difference in following the instructions more when using the devices than without using the devices, which indicates the effectiveness of the device to support communication among the teachers and children.