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Design Opportunities for AAC and Children with Severe Speech and Physical Impairments.

, , and . CHI, page 227. ACM, (2018)

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Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge., , , , , and . Br. J. Educ. Technol., 54 (5): 1314-1331 (September 2023)On power and participation: Reflections from design with developmentally diverse children., , , and . Int. J. Child Comput. Interact., (2021)Voice and representation: engaging with the voices of children who have disabilities., and . Interactions, 28 (3): 38-41 (2021)Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback., , , , , and . Br. J. Educ. Technol., 52 (6): 2359-2373 (2021)Can design documentaries disrupt design for disability?, , and . IDC, page 96-107. ACM, (2020)Embedding digital technologies in the school practice: Schools as agents of technology integration., , , , , and . IDC, page 706-708. ACM, (2022)From Behavioral and Communication Intervention to Interaction Design: User Perspectives from Clinicians., , and . ASSETS, page 198-202. ACM, (2018)What we learn when designing with marginalised children., , , , , , , and . IDC (Extended Abstracts), page 111-117. ACM, (2020)Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption., , and . CHI, page 312:1-312:14. ACM, (2022)