ANIMATION DESIGN FOR LETTER AND COLOR RECOGNITION FOR CHILDREN WITH MENTAL DISABILITIES

Abstract

This study aims to design an educational animation for recognizing letters and colors for children with intellectual disabilities as an interactive and inclusive learning medium. Children with intellectual disabilities require a special approach because their intellectual limitations impact their ability to understand basic material. By utilizing animation, the learning process can be made more interesting, enjoyable, and easy to understand. The method used is descriptive qualitative with a practice-based research approach that focuses on the design process of works based on visual communication design. The animation design refers to 12 Disney animation principles, such as squash and stretch, timing, staging, and appeal, which are applied in scenes to present expressive movements, measured rhythms, and friendly visual characters. The results show that the application of animation principles can increase the appeal and effectiveness of communication of learning messages. Animation not only enriches the visual aesthetic aspect but also functions as a pedagogical instrument that supports children's cognitive, affective, and motor development. Thus, this educational animation has a dual role: as entertainment that motivates children to learn and as a learning medium that helps the process of internalizing letters and colors gradually. This research makes a real contribution to the development of adaptive educational media for children with special needs.