Design-Based Approach For Developing A Teaching Aid For Dyslexic Children

  • Norarifah Binti Ali College of Creative Arts, Universiti Teknologi MARA, Kedah Branch, Sungai Petani Campus
  • Azhari Bin Md Hashim College of Creative Arts, Universiti Teknologi MARA, Kedah Branch, Sungai Petani Campus
  • Mohamad Hariri Bin Abdullah College of Creative Arts, Universiti Teknologi MARA, Shah Alam
  • Roslinda Binti Alias Faculty of Education, University Teknologi MARA, Shah Alam
  • Muhammad Nidzam Bin Yaakob Institut Pendidikan Guru Kampus Darulaman, Jitra, Kedah
DOI: https://doi.org/10.24191/idealogy.v8i2.446

Abstract

This article presents a design-based approach for developing a specialized teaching aid for dyslexic children, with a focus on enhancing their reading skills and engagement. Dyslexia, a common learning disorder that affects reading abilities, requires tailored interventions to effectively support dyslexic learners. By integrating design thinking principles and the Orton-Gillingham approach, this study outlines a comprehensive design process for creating an innovative teaching aid. The approach emphasizes user-centeredness, iterative prototyping, and multisensory experiences as key elements to address the diverse learning needs of dyslexic children. The study employed a qualitative research method, conducting interviews with dyslexia teachers and observing dyslexic children in a classroom setting to gather data. Thematic analysis was used to analyze the interview data. The development of this teaching aid holds promise for improving reading proficiency and fostering greater engagement in learning among dyslexic children. The findings of this study contribute to the field of education by offering insights into the design and development of effective teaching aids for dyslexic children.


Keywords: Dyslexic Children, Teaching Aid, Design-based approach, Design thinking, User-centeredness

Author Biographies

Norarifah Binti Ali, College of Creative Arts, Universiti Teknologi MARA, Kedah Branch, Sungai Petani Campus

Norarifah Binti Ali is a Ph.D. candidate in Arts and Design at College of Creative Arts, Universiti Teknologi MARA, UiTM Kedah branch campus. She began her academic career in 2003 with a Diploma in Industrial Design at Politeknik Johor Bahru, followed by Bachelor's and Master's degrees in Art & Design from Universiti Teknologi MARA, Shah Alam in 2007 and 2012, respectively. Norarifah is presently a senior lecturer at College of Creative Arts, UiTM Kedah. Her study focuses on the intersection of education, design, and special needs education.

Azhari Bin Md Hashim, College of Creative Arts, Universiti Teknologi MARA, Kedah Branch, Sungai Petani Campus

Associate Professor Ts. Dr. Azhari Md Hashim holds a Bachelor of Design in Industrial Design from Universiti Teknologi MARA, Malaysia (1998), a Master’s in Automotive Design from the Coventry University, United Kingdom (2002) and Doctor Philosophy in Design from Swinburne University of Technology, Melbourne, Australia (2012). His expertise is specialized in emotion and perception on design aesthetics, automotive design and industrial design and has experiences in managing industrial collaboration with industry as well as consultancy with several government and private university at local and international level. Currently hold a position as Deputy Rector of Research and Industrial Linkages, Universiti Teknologi MARA, UiTM Kedah branch campus.

Mohamad Hariri Bin Abdullah, College of Creative Arts, Universiti Teknologi MARA, Shah Alam

Professor Abdullah Mohamad Hariri currently been appointed as a Deputy Vice Chancellor ICAN (Industry, Community, Alumni Network) for University Technology MARA (UiTM) in Malaysia since 2021. Previously he has been seconded as a General Manager for Malaysia Design Council in 2017-2020 (under Ministry of Investment and Trade Industry MITI) following his experiences as a Consultant, Deputy Dean, Director, Head of Department and Designers. While his specialization is Automotive/Transport Design, M.H. Abdullah does research in design-related issues: Image, Identity, Perception, Culture, Design Management, Industrial and Communication Design. Actively invited as keynotes, guest speakers, facilitators, and moderators for conferences, seminar, workshop and design talk.

Roslinda Binti Alias, Faculty of Education, University Teknologi MARA, Shah Alam

Assoc. Prof. Ts. Dr. Roslinda Alias is an accomplished academic from Malaysia, specializing in instructional technology and inclusive education. Currently serving as the Director of the UiTM Disability Services Unit, she holds a Bachelor's degree in Human Sciences (Psychology), a Master's degree in Instructional Technology, and a PhD in Instructional Technology and Inclusive Education. Recognized as a Technologist (Ts.) by the Malaysian Board of Technologists (MBOT), she has received research grants totaling RM 1,225,928.00. Her remarkable achievements have been acknowledged through various awards, including the Vice Chancellors’ Special Award: UiTM's Outstanding Head of Department Award UiTM 2022, UiTM Academic Staff Union Award (Lecturer): The Most Outstanding Award 2022, UiTM Teaching Award 2018 and UiTM E-Learning Award 2008. She is also the the Diamond Award recipient for her educational innovation, "Malaysia Cakna Hal OKU Kit," at IIDEX 2019. Her dedication revolves around empowering  persons with disabilities and advancing education through innovative practices.

Muhammad Nidzam Bin Yaakob, Institut Pendidikan Guru Kampus Darulaman, Jitra, Kedah

Dr. Muhammad Nidzam Yaakob is a senior lecturer in the Department of Education Studies at the IPG Darulaman Campus, where he also the head of the Research and Innovation Unit. His expertise is in Design and Development Reseach.  He is an elite partner in the School Transformation Program (TS25) run by the Ministry of Education in Malaysia. This initiative seeks to uplift the quality of education and ensure that Malaysian schools are among the top performers globally.  Among his significant contributions is the DDR Research Module, which provides a robust framework for Design and Development Research. He is also the creator of the We4U Model and the Innovation Module (Insira), both of which are designed to enhance the teaching and learning processes.

References

Bautista, M. B. (2019). Orton-Gillingham Approach and Grade i Pupils’ Reading Ability. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012016

Bhuyan, T. (2022). A Study On The Uses Of Modern Teaching Aids In Classrooms At The Undergraduate Level. 10(4), 1–5. https://ijcrt.org/papers/IJCRT2204001.pdf

Borleffs, E., Maassen, B. A. M., Lyytinen, H., & Zwarts, F. (2019). Cracking the code: The impact of orthographic transparency and morphological-syllabic complexity on reading and developmental dyslexia. Frontiers in Psychology, 9(JAN), 1–19. https://doi.org/10.3389/fpsyg.2018.02534

Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools, 49(4), 843–863. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024

Idiogbe, T. (2012). The_Role_and_Importance_of_Teaching_Aids. https://policytoolbox.iiep.unesco.org/library/2AWLJILF

International Dyslexia Association. (2017). Dyslexia in the classroom. International Dyslexia Association (IDA), 15. https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

Liedtka, J. (2018). Exploring The Impact of Design Thinking in Action. Darden Working Paper Series, 2017(1), 1–48. https://designatdarden.org/app/uploads/2018/01/Working-paper-Liedtka-Evaluating-the-Impact-of-Design-Thinking.pdf

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review. Frontiers in Education, 3(June), 1–10. https://doi.org/10.3389/feduc.2018.00049

Miller, C. (2021). How to Teach Kids With Dyslexia to Read. 1–4. https://childmind.org/article/how-to-teach-kids-with-dyslexia-to-read/?utm_source=newsletter&utm_medium=email&utm_content=How to Teach Kids With Dyslexia to Read&utm_campaign=Public-Ed-Newsletter

Omar, M., Saad, S. M., Nurleena, S., Mansor, A., Tradisi, P., Permainan, I., Interaktif, A., & Fizikal, A. (2023). Ketingting Think : Inovasi Kreatif Permainan Tradisional Ketingting Think : Creative Innovation of a Traditional Game Pembangunan permainan Ketingting Think. Idealogy Journal, 8(1), 75–82. https://doi.org/10.24191/idealogy.v8i1.398

Ramli, S., Idris, I. B., Omar, K., Harun, D., Surat, S., Yusop, Y. M., & Zainudin, Z. N. (2019). Preschool teachers’ knowledge on dyslexia: A Malaysian experience. Malaysian Journal of Medicine and Health Sciences, 15(April), 134–139. https://medic.upm.edu.my/upload/dokumen/2019042916021820_0373(Final)20.pdf

Roitsch, J., & Watson, S. (2019). An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention. Science Journal of Education, 7(4), 81. https://doi.org/10.11648/j.sjedu.20190704.11

Rostan, N. N. A., Ismail, H., & Mohamad Jaafar, A. N. (2021). The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 820–828. https://doi.org/10.17762/turcomat.v12i3.789

Siti Zunaida, Y., & Mohd Hanafi, M. Y. (2019). Multisensory Approaches to Enhancing Students’ Readiness for Special Education Learning Disabilities. Religación, 4, 210–217. https://www.neliti.com/publications/331889/multisensory-approaches-to-enhancing-students-readiness-for-special-education-le#cite

Veijola, T., Määttä, K., Uusiautti, S., & Äärelä, T. (2015). Aids for Dyslexia are Important Supporters of Life and Learning – Experiences of Finnish People with Dyslexia. Journal of Studies in Education, 5(4), 278. https://doi.org/10.5296/jse.v5i4.8573

Yuzaidey, N. A. M., Din, N. C., Ahmad, M., Ibrahim, N., Razak, R. A., & Harun, D. (2018). Interventions for children with dyslexia: A review on current intervention methods. Medical Journal of Malaysia, 73(5), 311–320. https://doi.org/10.13140/rg.2.2.30068.04483
Published
2023-09-01
How to Cite
ALI, Norarifah Binti et al. Design-Based Approach For Developing A Teaching Aid For Dyslexic Children. Idealogy Journal, [S.l.], v. 8, n. 2, sep. 2023. ISSN 2550-214X. Available at: <https://idealogyjournal.com/ojs/index.php/idealogy/article/view/446>. Date accessed: 21 nov. 2024. doi: https://doi.org/10.24191/idealogy.v8i2.446.
Citation Formats
Issue
Vol 8 No 2 (2023): Idealogy Journal (September 2023)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

UiTM Press (the Publisher) has agreed to publish the undersigned author’s paper in Idealogy Journal. The agreement is contingent upon the fulfilment of a number of requirements listed below.

1. The undersigned author warrants that the paper entitled below is original, that it is not in any way libellous or unlawful in Malaysia, that it does not infringe any copyright or other proprietary right. The undersigned hereby represents and warrants that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to sign and execute this agreement.
2. The undersigned author warrants that the paper entitled below has not been published elsewhere, and also it will not be submitted anywhere else for publication prior to acceptance/rejection by this Journal.
3. By submitting the paper entitled below, the undersigned author agrees to transfer the rights to publish and distribute the paper in an international e-journal (entitled above) to Publisher.
4. The undersigned author agrees to make a reasonable effort to conform to Publisher's submission guidelines and to liaise with the editor to ensure that the requirements of these guidelines are met to a reasonable degree.
5. The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all coauthors. This agreement is to be signed by at least one of the authors who has obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.