What if children could learn how to read with adaptative content?

The ALSO project is a project supported by Erasmus + with the objective of creating adaptive and personalized tools whose content adapts to each child specific needs.

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Adaptative content

More than thirty adaptations are implemented in ALSO.
They concern the graphical environment, the form of texts, the colorization of key elements in words, the sound environment and interactivity.

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Project overview

The Adaptive Learning SOlution (ALSO) project aims to provide children with special needs with an adaptive learning tool that allows for better inclusion and easier access to basic education and skills.
For these children, the pace and content provided by traditional education are difficult to follow without adaptation.
In addition, teachers do not always have sufficient knowledge of the specific needs of children, and often do not know how to help.
The ALSO project aims to tackle these issues by imagining an approach to developing personalized learning tools, taking into account the specific needs of each child: all children have access to the same pedagogical activities, but these will be presented in the best form possible according to their profile.

The implementation of the ALSO project will therefore enable children to access a personalized learning system.

To develop the ALSO approach, we created a consortium based on 4 complementary organizations:
 - Haikara, Project Coordinator, will bring expertise in the development of digital learning devices for content, as well as for the development of IT solutions.
 - the Cognition Institute of Plymouth: to carry out research and evaluation activities concerning the psychology and handicaps of children.
 - ICEPE, with its strong international networks and its relations with institutional organizations in Europe, will bring its expertise in the behavior of teachers with regard to special educational needs.
 - School2Demain will take part in organizing test and demonstration events.

Content for tablets

In a context of learning, pedagogy, accessibility, with a young or very young audience;
- taking into consideration certain constraints in terms of the configuration of school premises and group-classes but also of uses and habits within different segments of society and in the family and private circle;
- from the perspective of access to knowledge and learning for all, regardless of the cognitive, educational, psychological, social, etc. profiles of users,

The tablet appears to be the most appropriate device.

In addition to more or less subjective considerations, such as the high degree of affordability, acceptability and attractiveness, as well as its inclusion in a culture often correlated with innovation, the tablet offers for ALSO many positive characteristics.

- Reduced congestion, for example, from a school table.
- Tool at the right "scale" for children, given its small size and its low weight and also considering the physical constitution of this audience (young, very young, disabled).
- Long battery life.
- Instantaneous ignition.
- Great maneuverability.
- Ease of use.
- Does not require mouse manipulation (important for very young learners, at nursery school and elementary levels).
- The screen of the tablet (versus computer) does not constitute a "barrier" in front of the user.
- Easily take pictures or video capture.
- Intuitiveness and simplicity allowing earlier uses with regard to the development of the child as well as the school levels.
- Multifunction.
- Projection of image (s).
- Multimedia production: much simpler (versus computer) to integrate audio, video, without the need for microphone, camera, editing software.
- Tactile: the finger is easily and naturally mobilizable. Eye / hand coherence.
- Particularly conducive to create.
- Collaborate, work with several or in more effective group around a tablet.
- More applications.
- Integrated keyboard on the screen: cognitive gain, unnecessary cognitive charge saving (avoids vertical screen / keyboard visual reroutes, exhausting in case of visuo-spatial dyspraxia, for example). Only the last lines appear on the screen: idem, cognitive gain.

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