Dyslexia people around the world. and their problems and treatment for dyslexia people.

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INFORMATION VISUALIZATION IN APPLICATIONS FOR
USERS WITH SPEACIAL NEEDS –Dyslexia
MUAADH ESMAIL ALMRHAM
YANG HAO
ATTIULLAH ATTAIY
OSAMA MOAZZAM ANSARI
KULLIYYAH OF INFORMATION AND COMMUNICATION TECHNOLOGY
Muaath2000@gmail.com
attiullah.sadat@gmail.com
albert347854@gmail.com
uansari698@gmail.com

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ABSTRACT
With the development of science and technology, mobile application has become a
necessarytechnology for people, it helps us to solve some problems. In this study, we searched
for some articles and made some reviews to identify the symptoms，characteristics and
difficulties faced by users with dyslexia. For this study we have reviewed a total of 3 articles
regarding design for dyslexic users. We also came out with quite a few findings from the
articles about what to include and how to design for to achieve a successfuldesign.
INTRODUCTION
According to dyslexia currently 20% of the world’s population could be
struggling with dyslexia. Dyslexia is an inherited condition that make it extremely difficult to
read write and spell in your native language despite at least average intelligence. Although
dyslexia affect a large percentage of the population, designers are often ill-equipped to create
accessible experiences for dyslexic users. For example, the number of blind users such as,
pales in comparison but it is likely that most designers have a far clearer picture on how to
design for blind users compared to how to design for dyslexic users. We are going to develop
mobile app for dyslexia people. We are providing clear picture, clear context and make text
large, bold and san serif which is more helpful for dyslexia people. Our group decide to
develop Quran learning application to test the dyslexia people. When we are going to
interview, we find two dyslexia student around IIUM they check our application they can
read, write and spell well because all of them said there is everything clear for us. However,
our group spend more time to design good mobile application for dyslexia people. Actually,
we are known from the first group project about the dyslexia people problems for example all
dyslexia people they face to read write and spell problems. We are coming up to solve this
above three problems such as we almost solve the more common problems for dyslexia
people. For example, our mobile application design has specific color and big font size and
clear image.

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METHODOLOGY
In this paper, Literature review research methodology was taken to discuss about
Dyslexia and technology. We reviewed three different articles and books to have an overview
about the case and the contribution made priory. Here are the articles chosen, Access All
Areas:Disability technology and learning, Dyslexic Students: Success Factors for Support in
a Learning Environment, and Assistive Mobile Applications for Dyslexia. In the following
those articles will be discussed in detail:
USABILITY TESTING TO EVALUATE THE UI OF THE PROTOTYPES
We have interviewed some dyslexia cases,in the interview we have made, we expose some
prototype interfaces to the dyslexic people. Generally, we found satisfactions from those
people about the font size, colors, and icons used.
The dyslexic people mainly concern about the implementation of the colours to indicate
differences and use big font size to make the text clear and readable. The affected people
highlighted on the usage of icons, videos, and audios when possible replacing the text.
In addition, they mentioned that as long as we the icons to replace text then we don't need to
put the text anymore because it seems to confuse for them rather than indicating some
information for them.

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UI OF THE PROTOTYPES

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Our design is based on authoritative research reports, such as arranging words that are
difficult for people with print disabilities to remember, which is more effective than simply
copying them repeatedly. Repeated transcripts are not a way to enhance literacy skills.
Teachers or parents should guide children to learn from the shallower and deeper, let them
learn from the common words of simple strokes. When they keep these words in mind, they
can make some slogans to help them. Remember more complex words. For children with
dyslexia, it is also an effective way to help them read by magnifying the font or highlighting
parts of the font with different colors, using different colors to distinguish the different lines
or different passages of the Quran.

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Findings:
1. Addition of graphic elements has had a positive interaction from the dyslexic users.
2. Addition of game functions improves the learning experience.
3. The text-to-speech, increasing font size and changing color functions give a much bigger
advantage to the users in understanding the contents.
4. Finally, the effects of dyslexia vary from one dyslexic user to the next and so one specific
application or interface cannot carter to needs of the dyslexic users and there will always be
drawbacks.

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CHANGES BASED ON THE FEEDBACK
1. Initially we didn’t have different colors. Then from the feedback that we received, we
added different colors.
2. We didn’t have many graphics initially but added them later on after the feedback
about it improving the learning experience.
3. We had included the text-to-speech function, but after the feedback, we included
some other functions such as increasing the font size, change the color of the text and
also choose from a variety of reading themes.
4. Also, for the quiz in our design we had a generic quiz design, but after the feedback
we made some changes and brought a few game designs into it.
MAY INCLUDE SOME RE-DESIGNED UI IN THIS SECTION REFLECTED BASED ON
USERS’ FEEDBACK

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CONCLUSION
Reading ability is an extremely important ability. The only way to success is to read. All
knowledge comes from reading. Reading is the most direct and effective way to learn. 80% of human
knowledge is obtained through reading. With the development of contemporary technology and in-
depth research,many scientists are trying to use technology to alleviate or help people with dyslexia,
using technology to faster,more effective customer service dyslexia.
REFERENCES
 Phipps, L., Sutherland, A., & Seale, J. (2002). Access all areas: disability, technology
and learning. TechDis.
 disability, E.-A., learning, t., & 2002, u. (n.d.). Dyslexia and technology. alt.ac.uk.
 Madeira, J., Silva, C., Marcelino, L., & Ferreira, P. (2015). Assistive Mobile
Applications for Dyslexia. Procedia Computer Science, 64, 417-424.
APPENDICES
Brain function studies have also found that most areas with brain structural abnormalities in
dyslexia exhibit abnormal brain function. Studies of brain function connections have found that
abnormalities in brain function connections in people with dyslexia involve not only the connection of
the anterior and posterior parts of the ipsilateral brain region, but also the connection of the
corresponding parts of the bilateral brain regions. Liu Xiangping, a professor at the School of
Psychology at Beijing Normal University, believes that dyslexia is caused by the developmental
backwardness of the brain's reading function or the imbalance between brain reading function and other
functions.
There are several high-level information processing centers in the human brain. They are brain
regions where the information is processed centrally by visual, auditory, and odor. From the history of

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human evolution, the text has only a fewthousand yearsof history, so the brain has not evolved a region
that specializes in writing text. We can read and write words only by using the original functional areas
in the brain. Existing researchshowsthat brain imaging in people with dyslexia is indeed different from
that of ordinary people, which explains why some of them are superior to others in other abilities.
Researchers have not found a drug to treat dyslexia. However,there has been a lot of experience to
prove that although almost all dyslexia will last a lifetime, people with dyslexia can really benefit from
scientific corrections, thus alleviating the original symptoms.
First, teaching for children with potential dyslexia must be clearer and clearer than teaching for
other children. Therefore, when we design, we add the alphabetic spelling from the beginning, hadith
is presented in the form of audio, Quran is presented in video, the video shows the Quran, the font and
size are small considering the difficulty of reading. The child, the reading speed will not be very fast,
the video will be presentedstep by step, and the part of the font being pronounced will turn red to attract
them.
Second, we should provide more learning and teaching opportunities for children at risk of
dyslexia. We provide this platform to create learning opportunities for them, and we will use methods
to ease their dyslexia through practice. At the same time, we will also reduce the difficulty and adapt
them to the challenges of reading.