Education and Learning Disability Dyslexia

Specific Learning Disability

Dyslexia

Dyslexia is known as a reading disability. It is a learning disability that hinders reading and other language-based processing skills (Muktamath et al., 2021). Dyslexia accounts for around 80 percent of all learning disabilities, thus, considered the most common. It can hinder reading comprehension, recall, spelling, decoding, and reading fluency; in some cases, speech can exist together with other linked disorders (Shaywitz & Shaywitz, 2020). In some instances, Dyslexia is referred to as a language-based learning disability. Nonetheless, severity varies from one individual to the other.

Dyslexia is a word that originated from Greek, and it means “impaired.” Dyslexia as a specific learning disability originates neurobiologically and is characterized by poor spelling, inaccurate word recognition, and poor decoding abilities (Muktamath et al., 2021). Such challenges are usually triggered by a deficit in the phonological aspect of language.

According to research findings, reading impairments are believed to be initiated by challenges in phonological processing. That is, the processing of speech and sounds (Muktamath et al., 2021). People with reading challenges struggle to blend sounds or decode words into distinct sounds to read the words correctly and faster (Shaywitz & Shaywitz, 2020). These challenges of decoding usually result in difficulty in reading comprehension.

When individuals with Dyslexia read, the magnetic resonance imaging discloses a different profile of brain activation, indicating the etiology of Dyslexia as genetic and neurological causes (Muktamath et al., 2021). Three systems activate the left side of the brain: written words are analyzed by a left parietotemporal system, automatic recognition of words is performed by a left occipitotemporal system, and phoneme production (articulating words out loud or silently) is affected by an anterior system in the left inferior frontal region (Shaywitz & Shaywitz, 2020). On the other hand, dyslexic youngsters indicate heightened processes in the right temporal, tempo parietal regions, left inferior frontal gyrus, and decreased activation in both posterior systems (left occipitotemporal and temporoparietal).

Consequently, people continue to read unexpected words since they depend more on right-sided posterior brain regions to read through memorization than sound symbol links (Muktamath et al., 2021).

From research studies, reading disability is highly heritable and familial. Around 50 percent of children with RD have Dyslexia, while 50 percent of a child with RD siblings is as well have Dyslexia. According to studies, around 69 to 87 percent of RD prevalence is associated with genetic factors, while 13 to 30 percent is associated with environmental factors (Muktamath et al., 2021).

A Program Needed for Individuals with Dyslexia

Dyslexia does not result from the desire to learn or a lack of intelligence. Given appropriate methods of teaching, learners with Dyslexia can learn successfully (Bohl & Hoult, 2016). The common challenge is mostly in public schools, where many teachers may not know about teaching or identifying students with Dyslexia.

One of the current programs to support learners with Dyslexia is training them on how to use mind mapping. Mind mapping is a technique that uses visual means of taking notes (Dawson et al., 2019). Mind mapping assists in sketching ideas, planning longer written assignments, and breaking down concepts. It can also minimize the number of words learners have to write and read to access and record information.

Another present program used to support learners with Dyslexia is Orton-Gillingham (Bohl & Hoult, 2016). This is a specific training method that uses a multi-faceted model established mainly for dyslexics only. Generally, the Orton-Gillingham program is used within a small group or an individual therapy setting (Dawson et al., 2019). This program teaches writing, spelling, and reading through visual, tactile, and auditory measures. Several other writing and reading programs use the Orton-Gillingham perspective.

A program may centralize on one or several skills that underlie phonemic awareness, writing, comprehension, spelling, vocabulary, or oral language (Bohl & Hoult, 2016). One must determine which program works best for their case. When researching a program based on structured literacy like the Orton-Gillingham approach to access certified therapists or tutors or training courses, one should seek accredited programs (Dawson et al. 2019). Such accreditation-certification credentials guarantee access to adequate and reliable instruction.

Lastly, there is another program referred to as all about learning press that encompasses two major categories: all about reading, which teaches about fluency, comprehension, phonics, and decoding engagingly and funnily (Bohl & Hoult, 2016). Another aspect is spelling, which trains spelling rules, multisensory strategies, and encoding skills to assist learners in becoming proficient spellers.

Nevertheless, according to special education laws, particular programs should not be provided for learning disabilities or Dyslexia. Instead, research-based methods are needed, and an individualized education program is calculated appropriately and reasonably to confer a learner with educational benefit (Bohl & Hoult, 2016). As a result, any program under use to support a learner with Dyslexia should address the disorder’s challenges (Dawson et al., 2019). For instance, if a learner feels frustrated and acts out because they are experiencing a massive challenge in writing and reading, an appropriate program should enable them to develop their writing and reading skills (Bohl & Hoult, 2016). Even though behavior management is essential, it should not be the central focus of a school program.

Besides, the present programs appear to concentrate on two specifically tricky issues for people with Dyslexia (Bohl & Hoult, 2016). First, they develop phonemic awareness (awareness of speech sounds in words). Second, they develop phonics (awareness of letter-sound correspondence).

Also, the current technological advancement has brought several special computer tools and programs that help people listen, speak, spell, read, write and organize, among others. Software programs like scan marker, talking fingers ClaroRead, and categories successfully assist dyslexic people (Bohl & Hoult, 2016). Even though these technologies cannot substitute direct intervention, they can augment a therapy program. The use of technologies assists in increasing self-confidence in the classroom and at home (Dawson et al., 2019). They also accommodate challenges.

Proposed Program Design

User Interface Design Criteria: Children with Dyslexia

As far as the American psychiatric association is concerned, individuals with Dyslexia have challenges understanding written sentences and words, thus, hindering reading as well (Khan et al. 2018). Moreover, from the neuropsychological perspective, the challenges are due to one or more dysfunctional brain systems that engage in the learning process (Saputra et al., 2015). Consequently, some experiments have been conducted to determine the effect of the type of font on reading performance amongst learners with dyslexia (Khan et al., 2018). According to research findings, the presentation of texts is an essential aspect affecting reading performance for individuals with Dyslexia (Saputra et al., 2015). Color has also been established to impact readability among learners with Dyslexia. For example, poor colored text is one of the significant challenges faced by dyslexia learners while reading (Khan et al. 2018). The research, therefore, recommends that it is better to use a colored background than white since white can seem dazzling to some learners with Dyslexia (Saputra et al., 2015). According to the findings, pastel colors like cream and off-white can make reading easier. Nevertheless, some Dyslexics might have a color preference like blue or yellow.

Writing is another challenge encountered by learners with Dyslexia; technologies are presently used to support writing (Saputra et al., 2015). However, these tools have been established not to contribute to spelling skill improvement for learners with Dyslexia. The interface has multiple writing methods, like selecting a word or letter from a list and typing from a keyboard (Khan et al. 2018). Moreover, technology eases writing for people with dyslexia. Individuals with Dyslexia must obtain a proper intervention mechanism to continue their daily activities.

Since communicative and information technologies advance rapidly, the medium can be utilized as a mechanism to promote learning activity among individuals with Dyslexia. Furthermore, there are currently multiple mobile applications with various functions accessible to everyone anywhere (Khan et al. 2018). Therefore, smartphone applications can be a powerful tool in facilitating and motivating learners with Dyslexia (Saputra et al., 2015). Designed applications for individuals with Dyslexia can stimulate learners’ interest and help them progress and fit in school (Saputra et al., 2015). Consequently, there is a need for a program with a suitable writing method, color, and font size to ease learning for people with dyslexia (Khan et al. 2018). Therefore, a mobile application with multiple user interfaces is proposed to be used by people with dyslexia.

Mobile applications can be used to enhance personalized learning and teaching environment. Hence, it can improve auditory ability, visual perception, reasoning, time orientation, language, and memory (Khan et al., 2018). According to literature, computer development and other assistive technologies substantially help learners with Dyslexia (Saputra et al., 2015). Some studies developed a game called Graphogame to support learners with challenges in reading, like dyslexia children. This was built in Finland by the University of Jyväskylä with the Niilo Mäki Institute (Khan et al. 2018). The application uses an algorithm to analyze learners’ performance, and it continuously updates the content so that the challenge conforms to the wide range of children’s potential.

Another study also built a mobile game, Dyseggxia, to enhance spelling skills among learners with Dyslexia (Saputra et al., 2015). Dickinson also, in their research, ran a pilot study on a visual environment distinctly configured with SeeWord software to study reading comfort and accuracy (Khan et al. 2018). The study centralized the software, not colors and font types appropriate for people with dyslexia (Saputra et al. 2015). Additional technology is known as Easylexia, which is in English and works in windows operating systems built in Greece at the University of Aegean. Such technologies support learners with learning difficulties (Khan et al., 2018). Mobile applications designed specifically for learners with Dyslexia can minimize confusion, stress, and frustration and make the learning process more accessible.

Besides, the font type used in any device is a critical element that substantially affects the reading activity of learners with Dyslexia (Khan et al., 2018). Several guidelines have been proposed to facilitate the reading process among individuals with Dyslexia. A study uses a method of eye tracking to research the impact of the type of font on the speed of reading by learners with Dyslexia (Saputra et al. 2015). The findings indicated that good fonts for learners with Dyslexia include Arial, Computer Modern Unicode, Verdana, Helvetica, and Courier (Khan et al. 2018). Moreover, the findings also indicated that roman, monospace, and Sans Serif font types increase reading performance as various studies have established guidelines to ensure compliance for learners with Dyslexia (Saputra et al. 2015). Guidelines to ensure that written materials consider the visual stress encountered by dyslexia individuals are guidelines to ensure compliance (Saputra et al. 2015). Some suggestions include using plain and evenly spaced sans serif fonts like Comic Sans and Arial (Khan et al. 2018). According to the guidelines, the font size should be 12-14 points; however, some dyslexic readers may need a larger font size.

Legal/Ethical Considerations that may emerge

Mobile applications are usually accessible globally; therefore, they can be downloaded in any country (Parker et al., 2017). The challenge may crop in having developed the application presumably relying on the United States legal standards; the same legal codes may not be applicable in some other countries (Ward-Lonergan & Duthie, 2018). Such scenarios may raise legal and ethical concerns in different places across the globe, thus, hindering the utilization of the application (Weppner & Lukowicz, 2014). It is therefore recommended that an experienced lawyer be consulted to help handle any legal challenges that may arise.

Another consideration is acquiring an app development contract with a clear definition of services, code ownership, time limits, the scope of work, and whether to use open-source software (Parker et al. 2017).

Subsequently, two elements must be considered during app development. That is not infringing third-party copyright and protection of own copyright.

Bearing that the app intends to aid learning for dyslexia individuals, healthcare and education regulations may apply while implementing the program (Burns et al. 2008). The program, therefore, must eliminate all possible human errors in health monitoring, diagnosis, and assigning treatment (Weppner & Lukowicz, 2014). Consequently, the application must comply with Health Insurance Portability and Accountability Act (HIPAA), U.S. Patent Act, Federal Food, Drug, and Cosmetic Act (FD&C Act), U.S. Copyright Act, Federal Trade Commission Act (FTC Act), Lanham Act, and Health Breach Notification Rule (Parker et al. 2017).

Additionally, when developing any software solution to enhance education quality, developers must consider legal issues that include: data privacy (the entity must have its privacy policy per legal requirements, and the policy must be updated to the current privacy laws), data security (the entity should not permit any personal breach of data violations), access for users with a disability, and intellectual property (Weppner & Lukowicz, 2014).

Finally, informed consent of the parents or guardians before allowing the learners with Dyslexia to use the user interface mobile app to aid their learning process. The written consent must be appropriately documented (Ward-Lonergan & Duthie, 2018). The National Council on Measurement in Education, American Educational Research Association, and IDEA require written parental consent for the initial pre-special education (Burns et al. 2008). Also, allowing the learners to choose their preferred learning mode is ethical and may enhance motivation toward learning.