Colloquia

Samenvatting

This thesis set out to answer the question of how to design a tool to support children with the secondary effects of dyslexia. Combating the secondary effects is important as many children experience low self-esteem, anxiety and embarrassment due to dyslexia.  Therefore, literature on dyslexia and its secondary effects was explored, leading to the focus on psycho-education and the collaboration with the company RID.

To further define the research question, a design challenge focusing on creating a psycho-education extension for independent use by children was introduced. The first segment of the requirements was established through the creation of a behavioural change theory framework. This framework focused on the ability to persist, self-efficacy and self-advocacy.  To address the design challenge, more requirements were needed. This was achieved through participatory design with children with dyslexia and their parents. Resulting in multiple artefacts that could be translated into requirements reflecting the needs and wants of the children who participated.

From the established requirements, seven cards were created to be part of a card deck. The cards were reviewed and further ideated with the help of children and remedial teachers, creating a wide range of card suggestions. These suggestions were compiled into the final design, which was tested by children. Resulting in a card deck containing four different card themes that can independently be used by children to expand on their psycho-education.