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ISBN: 978-972-8939-25-0 © 2010 IADISchildren. Finally, we studied the various means of representation of sign language so as to understand whatfactors must be taken into consideration when one uses these means.Based upon the overall results we obtained in our research, we came up with requirements forcommunication environments on the computer whose aim is to help the bilingual (Libras-Portuguese)teaching-learning process of deaf children.Finally, we sketched an environment that synthesised all this; all in all, an adequate environment for thework hypothesis discussed here. The implementation will be our future work.2. LITERATURE REVISION2.1 Deaf Children: Culture, Teaching and LearningAs we looked into the concept of culture, or more specifically into deaf culture, we realised that one shouldspeak of multicultural products rather than of cultural products (Peter McLaren apud Moura, 2000). Indeed,when one creates a certain product for a deaf target public, one must at the same time respect the targetculture and not restrict the product to that culture; instead, one must interact with the hearing culture as well.Another paramount element is the use of visual resources in communication because they are inherent to thecommunication between deaf people and the world (Perlin, 1998 and Quadros, 2005).As for the kinds of activities to be used, we find group activities particularly important as they push thelearning process of deaf children forward. Amongst the strategies we studied, story reading and telling ingroups is perhaps the most interesting one, motivating children to improve their reading skills (Gillesppie andTwardosz, 1996).Another relevant element we took into account is the notion of “visual alphabetisation” in a bilingualcontext (Sofiato, 2005). This notion consists of focusing the child’s attention on reading by exploring theinterpretation of images.Yet another aspect we found relevant is the fact that Libras must be the main language for user-systemand system-user communication (Peixoto, 2006).Furthermore, we feel that making use of fun activities in Libras is a promising strategy to increaselearning and integration amongst the children. By playing games, telling stories and the like, children havefun in sign language and learn more (Quadros, 2004).Finally, in terms of the kinds of materials to be used for deaf children, we believe that they must includeinteresting texts filled with images and that promote the constant association between text and image(Fernandes, 2006).2.2 Graphic Projects targeted to ChildrenAs far as our graphic project is concerned, it is well known that the visual concept of a given project mustprivilege the preferences of the target public. In our case, the environment must explore the fun character ofactivities and stimulate the children’s imagination (Munari, 1981).Another relevant factor is colour. When one works with children, one should make use of primary colours(red, yellow and green) because they tend to be the children’s favourite and because they help to establishcolour as an emphatic element for content (Farina, 1982).As for content, it must be less verbal and more visual. Indeed, an interesting way to instigate children toread is to use iconic, indicial and symbolic reading, so as to stimulate them to first learn how to read images.In terms of adequate fonts for children, they must be clearly legible and sized between 14 and 24 pts.Capital letters that clearly distinguish between “a” and “g”, for example, together with texts aligned to theleft are ideal for children being alphabetised (Strizver, 2006).Concerning shapes, children tend to prefer circular or round shapes. Therefore, in this kind of project, theuse of round shapes makes the environment more attractive to children (França, 2005).Another essential element is the fact that environments targeted to children must always allow for someinteraction amongst the children and between them and the environment.362