We investigated a participatory design of special education technology for children with intellectual disabilities. Traditionally, special education technology is designed through the collaboration of special education experts and professional engineers. Potential users of the technology are introduced only at the testing stage after the proof of concept has been established and working prototypes have been constructed. However, the traditional approach may lead to insufficient scope for modification. Furthermore, technology that does not take into account of the needs of users often results in decreased efficacy and its eventual nonuse. Action engagement was used in the community-based participatory research to guide the development of special education technology. Children with intellectual disabilities were invited to participate in designing the technology at the outset and valued as experts in living successfully with disabilities. They contributed in the process of developing and validating the technology. The results showed people with disabilities could be valued as co-designers of game technology that may benefit themselves and people with similar characteristics.

我们研究了针对智障儿童的特殊教育技术的参与式设计。传统上，特殊教育技术是由特殊教育专家和专业工程师共同设计的。仅在概念验证已建立并构建了工作原型之后，才在测试阶段介绍该技术的潜在用户。但是，传统方法可能会导致修改范围不足。此外，不考虑用户需求的技术通常会导致功效下降以及最终无法使用。行动参与被用于基于社区的参与性研究中，以指导特殊教育技术的发展。智障儿童从一开始就被邀请参与技术的设计，并被视作成功生活在残疾中的专家。他们在开发和验证技术的过程中做出了贡献。结果表明，残疾人可以被视为游戏技术的共同设计者，这些游戏可以使自己和具有相似特征的人受益。