Disability and rehabilitation. Assistive technology · 2026
Design and feasibility implementation of an interactive learning room for children with down syndrome to promote inclusive educational access in Indonesia.
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Hedwig Rinda, Alfianto Ade Septian, Purnama Louis Putra, Tanra Ivan, Rombot Olifia, Linggarjati Jimmy, Sondhi Savita, Kosasih Wibowo, Tanuwijaya Evan, Sutjiawan Kenneth, Susanto Rudy, Saputra Marcel, Wishnoebroto Wishnoebroto
Аннотация
OBJECTIVE: This study aims to design and evaluate the feasibility of an interactive multisensory learning room to support engagement and school readiness among children with Down syndrome (DS) and autism spectrum disorder (ASD) in Indonesia.
METHODS: A qualitative observational design was employed involving 10 participants aged 3-15 years. The system integrates four interactive components: mimic stimulation, motor coordination, colour recognition, and auditory feedback. Participants engaged in supervised sessions lasting 30-45 minutes. Behavioural responses were assessed using a four-point Likert-type observational scale and supported by semi-structured interviews with parents, caregivers, therapists, and a primary school teacher. Since 2022, the system has been implemented twice weekly with rotating small groups, with additional observations conducted between January 2023 and June 2025.
RESULTS: Findings indicate that the motor coordination component significantly increased physical activity and engagement. The music and video components contributed to emotional comfort and improved willingness to participate. Sustained observations suggest consistent engagement patterns over time, supporting the system's usability and adaptability in real-world settings.
CONCLUSION: The study demonstrates the feasibility and sustainability of implementing an affordable multisensory learning environment in under-resourced contexts. The findings provide a foundation for future controlled and outcome-based studies and contribute to broader efforts toward inclusive education aligned with Sustainable Development Goals (SDGs) 4, 9, 10, and 17.
METHODS: A qualitative observational design was employed involving 10 participants aged 3-15 years. The system integrates four interactive components: mimic stimulation, motor coordination, colour recognition, and auditory feedback. Participants engaged in supervised sessions lasting 30-45 minutes. Behavioural responses were assessed using a four-point Likert-type observational scale and supported by semi-structured interviews with parents, caregivers, therapists, and a primary school teacher. Since 2022, the system has been implemented twice weekly with rotating small groups, with additional observations conducted between January 2023 and June 2025.
RESULTS: Findings indicate that the motor coordination component significantly increased physical activity and engagement. The music and video components contributed to emotional comfort and improved willingness to participate. Sustained observations suggest consistent engagement patterns over time, supporting the system's usability and adaptability in real-world settings.
CONCLUSION: The study demonstrates the feasibility and sustainability of implementing an affordable multisensory learning environment in under-resourced contexts. The findings provide a foundation for future controlled and outcome-based studies and contribute to broader efforts toward inclusive education aligned with Sustainable Development Goals (SDGs) 4, 9, 10, and 17.