Interactive Module for Dyslexic Children

Abstract

One of the key factors about learning is that learning is a process. This process can be described as dynamic one. This means that different parts of the brain interact with other parts and each relies on and interacts with the other. For example the various parts of the brain that deal with visual/auditory/memory/understanding/co-ordination may all be used simultaneously to tackle a task. It is often this simultaneous use of learning skills that is challenging for children with dyslexia. For that reason tasks need to be structured, clarified and preferably focused towards the student’s stronger areas of learning. The aim of the project is to design a module for dyslexic students to improve their auditory and visual skills by the use of interactive multimedia elements. The methodology uses rotary encoders for taking input from dyslexic students, which are further, processed to make valid combination of useful words. The valid combination of words are accompanied by both image and audio of the corresponding word interpreted thereby improving the visual perception and auditory perception of the child respectively and thus making learning a fun filling and a more gradual process for these children with disabilities. Significantly, this research will also contribute to the body of knowledge in providing guidelines for future similar developments. This project also aims at getting empirically based knowledge about the characteristic features of their study situation and about their perception of their personal dyslectic difficulties. The project has an exploring character and focuses on how students with dyslexia experience and manage their situation.