School+ -- Mainstream Inclusion

School+ is a package of 7 applications. Three applications are assistive applications, guiding the child doing specific tasks. Three others are training applications made as serious games, addressing specific skills. The last application is a meta-application, comprising a link to the three training applications, with an access to statistics of their usage. For each application, data are separated from the design, meaning that every element of each application (pictures, texts, settings, etc.) can be changed at any time. Each application records a log file containing all the interactions performed by the child.

Assistive applications

Routines applicationThis application shows a list of tasks, with a short description. After clicking the starting button, a specific slideshow is shown; it decomposes a task into steps. For each step, a text and a picture can be displayed. Thumbnail of previous and next steps are also displayed. This application guides the child through classroom situations: entering classroom, taking school materials out of a backpack, writing notes, handling agenda, leaving the classroom.

Communication application. With the same design, the assistance provided by this application targets to communicating situations inside the classroom. The application covers four scenarios addressing two interaction situations (initiating and answering the interaction) and two types of interlocutors (professor and classmate). For each scenario, different slideshows guide the child, depending on the goal of the interaction.

Emotion Regulation application. This application aims to assist the child to self-regulate his/her emotions. Four simplified emoticons are proposed to the child to choose from: anger, sadness, joy and fear. Then, (s)he selects a level of intensity via a thermometer with a scale from 1 to 4. In response, the application delivers different multimedia contents according to the level selected to help the child regulate his/her emotions. Typically, a text (breathing instructions) are shown at level 1, pictures at level 2, a video at level 3 and another text at level 4.

Training applications

These three applications are serious games with increasing levels of difficulties, reachable after a ratio of good answers has been attained.

Emotion Recognition application. pictures. In this application, the child is instructed to identify a specific emotion among 4 pictures showing different people exhibiting an emotion. Seven emotions Project-Team PHOENIX 11 are involved in this application: joy, sadness, fear, anger, surprise, disgust and neutral. The emotion to be recognized is displayed together with its simplified emoticon. The type of pictures changes with the difficulty level: level 1 contains pictures of unfamiliar people and level 2 contains pictures of friends and relatives of the child.

Emotion Recognition application.  In this application, the child is presented with a fragment of an animated cartoon. At some point, the video stops and the child is asked to identify the emotion of the character. Four emotions are involved in this application: joy, sadness, fear and anger. Videos are slowed down, with a speed percentage that can be changed at each level. Videos change with difficulty level: level 1 contains videos of a very basic cartoon (only one cartoon character drawn by basic form un-textured), level 2 contains a video of more sophisticated cartoons and level 3 contains movies with actors.

Attention Training. In this application, the child is presented a picture of a face and asked to make eye contact with it. Second, a symbol appears briefly in the eyes of the character. Third, the child is asked to identify the symbol shown in the previously displayed picture, to make sure he kept eye contact. The speed at which the symbol appears and disappears is changed according to the difficulty level. Types of pictures also change with the level : level 1 contains pictures of faces and level 2 contains pictures of classroom situations.

This work is funded by the French Ministry of National Education


Contributors


External Collaborators



Publications


2017

Book sections

titre
France
auteur
Charles Fage, P Moullet, Charles Consel, Hélène Sauzeon
article
Michael L. Wehmeyer and James R. Patton. The Praeger International Handbook of Special Education, 2, ABC-CLIO Corporate ABC-CLIO, pp.26, 2017, 〈http://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A4262C〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01354195/file/FRANCE-%20Handbook-2_EN-Final.pdf BibTex

2016

Journal articles

titre
Tablet-Based Activity Schedule in Mainstream Environment for Children with Autism and Children with ID
auteur
Charles Fage, Léonard Pommereau, Charles Consel, Emilie Balland, Hélène Sauzeon
article
ACM Transactions on Accessible Computing , ACM New York, NY, USA 2016, Transactions on Accessible Computing, 8 (3), 〈10.1145/2854156〉
Accès au texte intégral et bibtex
https://hal.archives-ouvertes.fr/hal-01330442/file/Main.pdf BibTex

Conference papers

titre
A systematic design methodology toward sensor placement
auteur
Maïlys Pointreau, David Daney, Charles Fage, Aurélien Massein
article
10th World Conference of Gerontechnology, Sep 2016, Nice, France. 2016
Accès au bibtex
BibTex

Book sections

titre
Applications Numériques pour la Cognition Sociale pour Favoriser l'Inclusion Scolaire des Élèves avec Troubles du Spectre Autistique (TSA)
auteur
Charles Fage, Charles Consel, Etchegoyen K, Amestoy Anouck, Manuel Bouvard, Hélène Sauzeon
article
V. Brun; J-M. Mazaux; P-A. Joseph; A. Prouteau. La Cognition Sociale, SAURAMPS MEDICAL, pp.85 -109, 2016, 9791030300482. 〈http://www.livres-medicaux.com/la-cognition-sociale.html〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01611303/file/Fage-InterventionTSA%20-%20FULL.pdf BibTex

Theses

titre
Conception et Validation Expérimentale d’un Assistant Numérique pour l’Inclusion Scolaire d’Enfants avec Troubles du Spectre Autistique en Classe Ordinaire
auteur
Charles Fage
article
Sciences cognitives. Université de Bordeaux, 2016. Français. 〈NNT : 2016BORD0111〉
Accès au texte intégral et bibtex
https://tel.archives-ouvertes.fr/tel-01384613/file/FAGE_CHARLES_2016.pdf BibTex

2015

Journal articles

titre
Application Mobile d’Aide à la Conduite d’Activités pour l’Inclusion en Classe Ordinaire des Collégiens avec Troubles du Spectre Autistique.
auteur
Charles Fage, Charles Consel, Hélène Sauzeon
article
Rééducation orthophonique, Ortho édition, 2015, 〈http://www.fno.fr/non-classe/reeducation-orthophonique/〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01241439/file/Prompting_TSA%20relu%20Aw%20le%2011.08.15.pdf BibTex

Conference papers

titre
Utilisation de la conception centrée utilisateur dans les applications pour les enfants avec troubles du spectre autistique Vers des outils d’inclusion en classe ordinaire
auteur
Cécile Magnier, Charles Fage, Kattalin Etchegoyhen, Charles Consel, Hélène Sauzeon
article
Colloque des Jeunes Chercheurs en Sciences Cognitives CJCSC 2015, Jun 2015, Compiègne, France. 〈http://cjcsc.sciencesconf.org〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01241286/file/Article_CJC-SC-VF.pdf BibTex

2014

Conference papers

titre
Tablet-Based Activity Schedule for Children with Autism in Mainstream Environment
auteur
Charles Fage, Léonard Pommereau, Charles Consel, Emilie Balland, Hélène Sauzeon
article
ASSETS 2014 - The 16th International ACM SIGACCESS Conference on Computers and Accessibility, Oct 2014, Rochester, United States. ACM, 2014, 〈10.1145/2661334.2661369〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01016044/file/Autism_prompting_application.pdf BibTex

2012

Journal articles

titre
Projet Collège+ : validation d’un assistant numérique pour l’inclusion scolaire de collégiens porteurs d’autisme
auteur
Charles Fage, Charles Consel, Emilie Balland, Damien Martin-Guillerez, Bernard N'Kaoua, Bruno Gepner, Carole Tardif, Hélène Sauzeon
article
Bulletin Scientifique de l'ARAPI, Massy : ARAPI 2012, 8e Journée Régionale de l'arapi Autisme : quelles évolutions et innovations dans les réseaux et dispositifs d'accompagnement ?, 〈http://www.arapi-autisme.fr/publicationArapiL.php〉
Accès au texte intégral et bibtex
https://hal.inria.fr/hal-01241469/file/ARAPI.pdf BibTex