I-eDysC: AN INTERACTIVE E-BOOK FOR DYSLEXIC CHILDREN

This report discusses the research done on the chosen topic, which is I-eDysC: An Interactive E-Book for Dyslexic Children. This project shows that E-Book is one of the new high technology learning methods for dyslexic children in Malaysia. The objectives of this project is to investigate the interactive elements in the existing e-book for dyslexic children, design an E-Book that incorporates animation, audio, and interactive lessons for dyslexic children and also to develop and test the e-book for dyslexic children. The problem statements of this project are books which are static and contain words with long explanation can become too dull and difficult for dyslexic children to read and also the current E-book in the market also does not design for the dyslexic children. The scope of study for this project is flash and its ability to be used for interface development with the target users; dyslexic children, teachers at dyslexic school, and parents. The literature review component talks about all the research that has being done prior to the pre-development and post-development of the project. All about dyslexia and the research about using E-book as learning method for dyslexic children are further discussed in detail. In the methodology section, it is discussed about the software development methodology applied in developing this project which is Rapid Application Development. The project phases are also being discussed in detail. In the results and discussions section, the preliminary findings consist of the findings from literature review research, interviews and the storyboard of the E-Book. Then, the prototype development process and results together with the testing results will be discussed in detail. All the justifications are made clearly. In the recommendations section, all the related recommendations and some improvements that can be done for the future of this project are listed and elaborated. The conclusion section concludes the overall project

Computer assisted (language) learning (CA(L)L) for the inclusive classroom

Post-Primary Schools in Ireland are inclusive with a mix of students with diverse abilities in the classroom, including students with learning and literacy difficulties, such as dyslexia. This poses a strong challenge: how to create inclusive curricula and materials that cater to the needs of diverse students? The objective of this research is to investigate whether integrating Computer Assisted (Language) Learning (CA(L)L) into the curriculum can produce inclusive curricula that cater to the needs of all students (with and without learning difficulties). The research focuses on students with dyslexia and the Junior Certificate (JC) curriculum. Mainstream and learning support teachers and students in two Irish Post-Primary schools took part in questionnaires to investigate which ICTs they use for class work. Three broad types of ICT were highlighted: general ICT tools, tools designed for students with special needs and online curriculum materials. Teachers and students then undertook a three-month project investigating how they used these ICTs. Teachers and students then took part in focus groups to develop design guidelines for developing curriculum-focused CA(L)L materials for diverse students. These guidelines were used to develop curriculum-focused CA(L)L materials for an inclusive classroom. The materials were integrated into classroom activities in two schools and evaluated through qualitative questionnaires, observation and focus groups. The research shows that (i) a CALL methodology can be successfully used for a project focused on overcoming first language difficulties, (ii) there is a lack of online curriculum-focused materials which cater to the needs of students with learning difficulties, (iii) CA(L)L materials for diverse students can be successfully integrated into an inclusive classroom, and (iv) teachers can develop their own CA(L)L materials successfully