Designing for dyslexic students in higher education

The definition of dyslexia is variable, from traditional and mainstream view of it is a specific learning disability to the more liberal modern view of dyslexia as unique brain functionality.

It can be overwhelming for dyslexic students making the transition from high school to university, which requires more independent learning, assistance and tools. These range from bespoke specialist typefaces to note taking technologies that can record spoken word. The variable definitions of dyslexia cause no standardisation of tools, which causes the market to be limited, causing a majority of tools are often unsuitable for a mature student in higher education, leaving a gap where there is a demand.

I have used practice-based research through the design process to develop an understanding of what is best suited for dyslexic’s students. This included background research that utilised traditional research methods including semi-structured interviews with professionals and analysis of literature. As a result of this, I have created a design solution that exampled the knowledge gained in the background research. This was designed and underwent through a process of testing and developing on used in the design processes on the demographic to gain further insight into what they desired from these tools, where previous research methods did not provide knowledge on.

This paper questions the success of the government funded Dyslexia Funding Allowance (DSA) assistance and offers a solution that is beneficial, cheaper and more suitable to the demographic. Further insight is discussed and demonstrated what suitable for those who wishto design a tool for dyslexics. The results provide information of the best ways to design for dyslexic and why it is necessary for suitable design to assist in making a dyslexic work with their strengths and develop their weaknesses.