Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity

Detalhes bibliográficos
Autor(a) principal: Ramos Cavalcanti Rosa, Maria Eduarda
Data de Publicação: 2023
Outros Autores: Carvalho de Almeida, Ligia Beatriz
Tipo de documento: Artigo
Idioma: por
Título da fonte: E-Compós
Texto Completo: https://www.e-compos.org.br/e-compos/article/view/2755
Resumo: We report a theoretical research with the objective of collaborating so that educators and designers consolidate in society the inclusive communication of the neurodivergent person. The survey of sensory and cognitive specificities was based on Abreu (2022), Ferreira (2021), Kappel (2020), Posar and Visconti (2018), Hoogman et al. (2017), Serrano (2016), Faraone et al. (2015), Andrade (2012), Mottron et al. (2006), and Dawson and Watling (2000). The educommunicative praxis is approached through Soares (2014) and Almeida (2023). The theoretical framework of design comes from Rosa et al. (2022), Machado Neto (2013), Bracken and Novak (2019) and Bersch (2008). Guidelines are offered, guided by the Universal Design applied to accessibility, to facilitate the learning process and social inclusion of this group.
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spelling Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to NeurodiversityDirectrices para la comunicación visual inclusiva: una contribución educomunicativa y del diseño a la neurodiversidadeDiretrizes para a comunicação visual inclusiva: uma contribuição educomunicativa e do design para a neurodiversidadeIntervenções EducomunicativasNeurodiversidadeDesign UniversalEducommunicative InterventionsNeurodiversityUniversal DesignIntervenciones EducomunicativasNeurodiversidadDiseño UniversalWe report a theoretical research with the objective of collaborating so that educators and designers consolidate in society the inclusive communication of the neurodivergent person. The survey of sensory and cognitive specificities was based on Abreu (2022), Ferreira (2021), Kappel (2020), Posar and Visconti (2018), Hoogman et al. (2017), Serrano (2016), Faraone et al. (2015), Andrade (2012), Mottron et al. (2006), and Dawson and Watling (2000). The educommunicative praxis is approached through Soares (2014) and Almeida (2023). The theoretical framework of design comes from Rosa et al. (2022), Machado Neto (2013), Bracken and Novak (2019) and Bersch (2008). Guidelines are offered, guided by the Universal Design applied to accessibility, to facilitate the learning process and social inclusion of this group.Presentamos una investigación teórica con el objetivo de colaborar con educadores y diseñadores para consolidar en la sociedad la comunicación inclusiva de la persona neurodivergente. El estudio de las especificidades sensoriales y cognitivas se basó en Abreu (2022), Ferreira (2021), Kappel (2020), Posar y Visconti (2018), Hoogman et al. (2017), Serrano (2016), Faraone et al. (2015), Andrade (2012), Mottron et al. (2006) y Dawson y Watling (2000). La praxis educomunicativa se aborda a través de Soares (2014) y Almeida (2023). El marco teórico del Diseño proviene de Rosa et al. (2022), Machado Neto (2013), Bracken y Novak (2019) y Bersch (2008). Se ofrecen lineamientos, guiados por el Diseño Universal aplicado a la accesibilidad, para facilitar el proceso de aprendizaje e inclusión social de este grupo.Relatamos uma pesquisa teórica com o objetivo de colaborar para educomunicadores e designers consolidarem na sociedade a comunicação inclusiva da pessoa neurodivergente. O levantamento das especificidades sensoriais e cognitivas baseou-se em Abreu (2022), Ferreira (2021), Kappel (2020), Posar e Visconti (2018), Hoogman et al. (2017), Serrano (2016), Faraone et al. (2015), Andrade (2012), Mottron et al. (2006) e Dawson e Watling (2000). A práxis educomunicativa é abordada por meio de Soares (2014) e Almeida (2023). O arcabouço teórico do design advém de Rosa et al. (2022), Machado Neto (2013), Bracken e Novak (2019) e Bersch (2008). Oferece-se diretrizes, norteadas pelo Design Universal aplicado à acessibilidade para facilitar o processo de aprendizagem e a inclusão social desse grupo.ABEC2023-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-compos.org.br/e-compos/article/view/275510.30962/ec.2755E-Compós; Vol. 26 (2023): E-Compós 2023E-Compós; Vol. 26 (2023): E-Compós 2023E-Compós; v. 26 (2023): E-Compós 20231808-2599reponame:E-Compósinstname:Associação Nacional dos Programas de Pós-Graduação em Comunicaçãoinstacron:ANPPCporhttps://www.e-compos.org.br/e-compos/article/view/2755/2127Copyright (c) 2023 Maria Eduarda Ramos Cavalcanti Rosa, Ligia Beatriz Carvalho de Almeidahttps://creativecommons.org/licenses/by-nd/4.0info:eu-repo/semantics/openAccessRamos Cavalcanti Rosa, Maria EduardaCarvalho de Almeida, Ligia Beatriz2023-12-31T01:53:51Zoai:ojs.www.e-compos.org.br:article/2755Revistahttps://www.e-compos.org.br/e-compos/PUBhttps://www.e-compos.org.br/e-compos/oairevistaecompos@gmail.com1808-25991808-2599opendoar:2023-12-31T01:53:51E-Compós - Associação Nacional dos Programas de Pós-Graduação em Comunicaçãofalse
dc.title.none.fl_str_mv Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
Directrices para la comunicación visual inclusiva: una contribución educomunicativa y del diseño a la neurodiversidade
Diretrizes para a comunicação visual inclusiva: uma contribuição educomunicativa e do design para a neurodiversidade
title Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
spellingShingle Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
Ramos Cavalcanti Rosa, Maria Eduarda
Intervenções Educomunicativas
Neurodiversidade
Design Universal
Educommunicative Interventions
Neurodiversity
Universal Design
Intervenciones Educomunicativas
Neurodiversidad
Diseño Universal
title_short Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
title_full Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
title_fullStr Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
title_full_unstemmed Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
title_sort Guidelines for Inclusive Visual Communication: an Educommunicative and Design Contribution to Neurodiversity
author Ramos Cavalcanti Rosa, Maria Eduarda
author_facet Ramos Cavalcanti Rosa, Maria Eduarda
Carvalho de Almeida, Ligia Beatriz
author_role author
author2 Carvalho de Almeida, Ligia Beatriz
author2_role author
dc.contributor.author.fl_str_mv Ramos Cavalcanti Rosa, Maria Eduarda
Carvalho de Almeida, Ligia Beatriz
dc.subject.por.fl_str_mv Intervenções Educomunicativas
Neurodiversidade
Design Universal
Educommunicative Interventions
Neurodiversity
Universal Design
Intervenciones Educomunicativas
Neurodiversidad
Diseño Universal
topic Intervenções Educomunicativas
Neurodiversidade
Design Universal
Educommunicative Interventions
Neurodiversity
Universal Design
Intervenciones Educomunicativas
Neurodiversidad
Diseño Universal
description We report a theoretical research with the objective of collaborating so that educators and designers consolidate in society the inclusive communication of the neurodivergent person. The survey of sensory and cognitive specificities was based on Abreu (2022), Ferreira (2021), Kappel (2020), Posar and Visconti (2018), Hoogman et al. (2017), Serrano (2016), Faraone et al. (2015), Andrade (2012), Mottron et al. (2006), and Dawson and Watling (2000). The educommunicative praxis is approached through Soares (2014) and Almeida (2023). The theoretical framework of design comes from Rosa et al. (2022), Machado Neto (2013), Bracken and Novak (2019) and Bersch (2008). Guidelines are offered, guided by the Universal Design applied to accessibility, to facilitate the learning process and social inclusion of this group.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.e-compos.org.br/e-compos/article/view/2755
10.30962/ec.2755
url https://www.e-compos.org.br/e-compos/article/view/2755
identifier_str_mv 10.30962/ec.2755
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.e-compos.org.br/e-compos/article/view/2755/2127
dc.rights.driver.fl_str_mv Copyright (c) 2023 Maria Eduarda Ramos Cavalcanti Rosa, Ligia Beatriz Carvalho de Almeida
https://creativecommons.org/licenses/by-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Maria Eduarda Ramos Cavalcanti Rosa, Ligia Beatriz Carvalho de Almeida
https://creativecommons.org/licenses/by-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ABEC
publisher.none.fl_str_mv ABEC
dc.source.none.fl_str_mv E-Compós; Vol. 26 (2023): E-Compós 2023
E-Compós; Vol. 26 (2023): E-Compós 2023
E-Compós; v. 26 (2023): E-Compós 2023
1808-2599
reponame:E-Compós
instname:Associação Nacional dos Programas de Pós-Graduação em Comunicação
instacron:ANPPC
instname_str Associação Nacional dos Programas de Pós-Graduação em Comunicação
instacron_str ANPPC
institution ANPPC
reponame_str E-Compós
collection E-Compós
repository.name.fl_str_mv E-Compós - Associação Nacional dos Programas de Pós-Graduação em Comunicação
repository.mail.fl_str_mv revistaecompos@gmail.com
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