This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.

1. WORKING WITH DYSLEXIA
By Rawan Hassan, Cathryn John and Helena Parewyck

2. TABLE OF CONTENTS
➤ Abstract…………………………………………………………..….3
➤ Introduction + Keywords………………………………………….4
➤ Background Information……………………………………..…….5
➤ Main Research Questions …………………………………………6
➤ Research Sub-Questions……..……………………………………..7
➤ The goal and Purpose of the Toolkit…………………………..8-10
➤ Toolkit Results and Understanding…….. ……………………….11
➤ Data and Analysis………………..………………………….….12-13
➤ Target Group, and Sampling Participants: Approach to Sampling
Participants…………………………………………………….……14
➤ Questionnaire………………………………………………..….15-22
➤ Session Script……………………………………………………23-25
➤ Instructions Booklet……………………………………………26-28
➤ Activities and Purpose: Path of Expression……………….….29-38
➤ Toolkit Process…………………………………………………..39-43
➤ Pilot Testing Insights……………………………………………….42
➤ Conclusion……………………………………………………….44-45
➤ References……………………………………………………….…..46
➤ Consent Form……………………………………………………47-50

3. ABSTRACT
Our toolkit is designed to discover how/what can we design for the public
education system, to help students with dyslexia improve reading comprehension.
Ideally we would hand out the tool kit to a number of participants in both the
public and private education system. This method would then allow us to compare
and contrast the differences in accommodations for students with dyslexia. Our
co-creation toolkit is based off a previous project, where we worked with the
students attending Kenneth Gordon Maplewood School in North Vancouver (a
private school for children with learning differences).
Keywords: Co-Creation, Co-Design, Toolkit, Generative Tools, Children, Dyslexia,
Learning Differences, Disabilities, Participatory Research Methods, Participatory
Design

4. INTRODUCTION
The project we have decided to work on is a continuation from last semester core
design class, in which we will target and use the same end-users. Last semester,
we were given a broad range of learning differences and were restricted to design
a textile based system, however this time we want to take the opportunity to
explore new medium and focus our user group. The purpose of this project is to
reflect, make reiterations and improve the co-creation toolkit that we had
initially created and presented to the students.
Kenneth Gordon Maplewood School is North Vancouver based and specializes in
educating and growing confidence of students that have dyslexia and other
learning differences from Grades K-12. Kenneth Gordon Maplewood School has
“helped kids build skills and develop tools to be successful throughout their
lives, by empowering students to unlock and remove obstacles to learning.”
People who have learning differences often use a variety of visual, auditory,
tactile and kinaesthetic cues to enable them to synthesize and process
information. Working with a specific group of grade 5 students whose learning
needs often leave them stranded in a regularized education system; the intention
of this investigation focuses on understanding how to adapt the public education
system, specifically with regards to reading, to work for them. Our research will
reveal if their visual needs are met and what cues help them to understand
content taught in class, focusing on tasks that involve reading. This project
investigates what the world is like for dyslexic students (a learning difference
that makes it hard to read, write and spell) to gain insight as to how they react to
visual and audio content.
The focus of this toolkit is to gain deeper insights of the target user group
(young students ages 10-11 in North Vancouver area, who have learning
disabilities, specifically dyslexia). The methods that are used to establish a
foundation for the toolkit include questionnaires, interviews with the students
and teachers from Kenneth Gordon Maplewood School and case studies. Along
with activities that provide deeper insight into our generative research.
The findings of this research will be used to help students with learning
differences, specifically dyslexia, and will provide the general public a deeper
understanding of the difficulties that these students may encounter. The
outcomes will take into account the ways in which our co-creators learn,
encourages social connection and embodied learning within the school. We will
demonstrate the critical role that design can play in enabling and empowering
children with these differences, within a learning environment.

5. BACKGROUND INFO
Dyslexia is a condition that affects the way the neurological brain processes
written and spoken language. It is associated with troubled reading and can
affect writing, spelling and even speaking. Students with dyslexia are labelled
as having a learning disability/difference and the condition can make it
extremely challenging for the student to succeed academically in the
education system. In addition this may lead to a significant amount of stress
and emotional issues as people with this condition may have trouble with
“complex language skills, such as grammar, reading comprehension and more
in depth writing” (LD.Org). Consequently it can make it difficult for those
with dyslexia to express themselves. Often times, dyslexia receives the label
of being lazy or stupid, however it is certainly not a sign of poor intelligence,
laziness, stupidity or lack of desire to learn. Although dyslexia is something
that you may have to deal with on a regular basis, it is certainly something an
obstacle however it is not a limitation. Schools and the education system
should take a closer look to find ways to accommodate and make
modifications to help those students with dyslexia succeed academically and
gain confidence.
Our research has provided us with a basic understanding of what helps and
hinders the information processing of children who have dyslexia. As
aforementioned: dyslexia is a condition that affects the way the brain
processes written and spoken language. It is associated with troubled reading
and can affect writing, spelling and even speaking. We have learned that the
use of colours and specific fonts can help children to read without as much
distortion to the words and letters. We know that images and audio
recordings can be used to aid the children in understanding class content,
especially when attempting to follow along with readings. Our session will be
conducted at Kenneth Gordon Maplewood School, so that the participants
will feel more comfortable, and so that our research is conducted in the
location of intended use. We will be using these findings, and our knowledge
of the participants to create a personalized, dyslexic friendly co-creative
toolkit.

6. RESEARCH QUESTION
Our main research question is how/what can we design for the public
education system, to help students with dyslexia improve reading
comprehension.
Our main research question is how/what can we design to alter the public education
system to help students with dyslexia read better.There are two main focuses that encompass
this question. The first being our focus on the public school system rather than the private.
The reasoning behind this is due to the lack of resources that the public education has when
accommodating for students who have learning differences, especially dyslexia. For instance
Kenneth Gordon Maplewood school is a private school which has the resources necessary
for students with dyslexia; such as audio reading programs and fidget toys, in comparison to
the public education system where resources are either limited or simply not provided.
With such a large variety of learning challenges within a classroom, making targeted and
specific treatment for dyslexia can be extremely challenging. Generally, public school teachers
do not have the resources available to diagnose and treat students with dyslexia. In addition,
to be able to attend a private school such as Kenneth Gordon Maplewood School, families
must have a lot of money, or else risk debt.
Tuition costs can be extremely taxing and the majority of the population can certainly not
afford such high costs. Therefore, by looking at public schools and analyzing their approach
to students with dyslexia, we as designers are able to provide deeper insights and assist
teachers, as well as design tools that can be used in the classroom to help students with this
learning difference. For students with dyslexia the proper resources are needed in-order to
provide a proper learning experience.
The second aspect to the question that we specified is the students themselves. The
reasoning behind why we decided to specifically study students is due to the lack of
knowledge that teachers may have about dyslexia. Not all teachers are educated on the
potential learning differences, therefore we want to gain direct insight from the students to
understand their struggles and use the data collected to help teachers gain a better holistic
understanding so they can be aware of the potential struggles these students may encounter
on a daily basis in the classroom.
Our hope is to provide the students that aren’t being accommodated for to have
somewhere to turn to and get the help they need in order to succeed successfully in the
academic education system. With the qualitative data collected we are able to provide insight
from students, for teachers and parents to create a fully immersive educational experience for
all types of students.

7. RESEARCH SUB-QUESTIONS
➤ How can we ensure that children with
learning disabilities such as dyslexia can
voice their concerns about their learning
environment and feel heard?
➤ How can we alter the education system to
fulfill the needs of children with dyslexia?
➤ What are some of the problem areas in
school for children with dyslexia?

8. THE GOAL OF OUR TOOLKIT IS TO GAIN FURTHER INSIGHT
INTO THE LIVES OF CHILDREN WITH DYSLEXIA.

9. USING THIS INFORMATION WE WILL THEN DESIGN A
SYSTEM THAT ACCOMMODATES THEIR LEARNING
DIFFERENCES, IN PUBLIC SCHOOLS.

10. TOOLKIT GOAL EXPLAINED
Our toolkit has been created to encourage participants and
designers/researchers to work together. By co-designing with the
future end-users, we are able to analyze and assess their needs to
create a final design that will engage the students in an immersive
learning experience. Through the process of co-designing, the roles
between end-user, researcher and designer get mixed up. By
working closely with the students at Kenneth Gordon Maplewood
School who have dyslexia, we the designers and researchers, are
able to gain insight into the students lives and perspectives. By
using the toolkit that we personalized for students with dyslexia,
ages 10-11, they become an integral part of the design team as
expert of their experiences. In order to gain these insights, it is
important to give them the appropriate tools in order to express
themselves accurately.
Our toolkit is designed accordingly for children who have this
learning difference. We have a set of activities that involve reading
and writing and this will allow us to understand their difficulties
and get firsthand insight of the type of activities they struggle
with. In order to create balance,we have also added visual activities
that solely require visual creativity rather than writing or reading.
By providing the students with a wide range of activities, our goal
of the toolkit is to gain a deeper understanding and insight into
what is is like to be a student with dyslexia.

11. HOW THE RESULTS FROM THE TOOLKIT WILL BE USED TO
EXPAND OUR UNDERSTANDING OF THE RESEARCH QUESTION:
➤ The qualitative data that is generated from the toolkit will act as a vehicle to expand our
understanding of students with dyslexia and provide new insights into their lives.
➤ The results will nourish the design process and bridge the gap between us researchers and the
students themselves in order to expand our knowledge of our research question, “How/What can
we design to alter the public education system to help students with dyslexia read better?”.
➤ By using the Path of Expression, we are able to include: sensitizing activities, activation of memory
activities and activities that generate new ideas.
➤ The toolkit results will allow for a better understanding of the students needs and wants and allows
them to directly contribute to the design process and help solidify the direction of the final design,
to create an immersive education system for their special needs.

12. DATA TYPES AND ANALYSIS
The type of data that the toolkit will generate
is qualitative data. Qualitative data refers to
descriptive data that can be observed and not
measured. On the other hand, quantitative data
refers to data that deals with numbers and can be
measured. Most of the data that will be collected
throughout the toolkit will be qualitative as we will
be able to observe most of the answers and activities
that are conducted.
The way in which we will analyze the results of
our toolkit is by picking apart, interpreting the data
collected, making comparisons to theories and other
data, searching for patterns and determining how
they will fit to a broader scope and finding evidence
to support our research question. Because our data
is qualitative, we need to make sure that everything
is labelled according to the participants name so we
are aware of what we are analyzing, where the
material was gathered and when it was found, in
order to better understand the surrounding context.

13. STEPS FOR ANALYZING
➤ Recording any information collected during the process (observations, time, highlights etc.)
➤ Immediately begin analyzing the data collected so we are focused on the research question and on
patterns and themes that may appear – self memos, summaries and researcher diary
➤ Once all data is collected, understand and analyze the data that is not meaningful. Always referring
back to our research question and using it as a framework. This way we are able to identify what is
meaningful and focus our analysis to transform the raw data into textual data.
➤ Group the information that was gathered (mind map, content analysis etc.) and look for patterns,
themes, and certain words/content, meanings that emerge. Afterwards we can specify to thematic
analysis where we group the data into themes to further help answer our research questions.
➤ Once we have identified any themes or patterns, we will organize and condense the data into
organized displays (such as table/matrix, textual display), which can be used for drawing conclusions.
➤ At this point we should be able analyze any conclusions, themes and/or patterns. We will interpret
the findings, determine how they help answer the research question and draw implications from the
qualitative data collected.
➤ In addition to analyzing the results gained from the generative toolkit, we will apply the DIKW
analysis approach. This approach is appropriate and will be helpful to carefully consider our findings,
interpret data, and search for patterns that fit the stated research question.

14. TARGET GROUP AND SAMPLE PARTICIPANTS
➤ Our approach to sampling participants for our study is
based upon children between the ages of 10-11 that have
been diagnosed with dyslexia, that are currently attending
some kind of public or private school. In this case, we have
chosen the students attending Kenneth Gordon Maplewood
School in North Vancouver, because they have been
diagnosed with the learning difference and are in a safe
environment along with other students who have similar
learning differences. Because they are situated together in
this environment, they will feel more comfortable sharing
information without feeling excluded or different in
comparison to the other students. There are 3 types of
sampling participants that are often used, which include:
1. Opportunistic Sampling
2. Representative Sampling
3. Purposive Sampling
4. Volunteer sampling
5. Random Sampling
➤ We will be using Representative Sampling to make sure that
the sample of participants we select, accurately reflect the
composition of the population that we are representing. In
this case, dyslexic students ages 10-11. This type of
sampling can be time consuming however it is extremely
helpful to get accurate results.

15. QUESTIONNAIRE

21. SESSION SCRIPT

24. INSTRUCTIONS BOOKLET

25. Diary Entry:
➤ Have your teacher time you for five minutes while you write an entry into the diary entry page we have given you. Write about the feelings, thoughts
and images that run through your mind as you are writing. Once the time is up, finish writing down your last thought and then place the diary entry
page(s) on the sheet of paper that is positioned on the wall.
Trigger Set:
➤ Express yourself using the emojis and symbols we have given you. Sort them on your desk to show how you feel about your typical day at school. Once
you have finished glue it all down on the piece of paper provided. Next use the symbols to tell us about your morning routine and glue that down on
the second piece of paper. Once you are finished with both of these, place it on the sheet of paper that is positioned on the wall.
Role Play Interview:
➤ Pick a partner to interview. Each of you will take turns being the teacher, who asks the questions. When you are playing the role of the teacher, imagine
that you are the teacher of your favourite subject in school. How would you teach class differently than your teacher? What activities would you have
the class do? How would you treat your students? You have five minutes to interview your student, you can either use the questions provided or you
can make up your own. Most importantly, have fun!
Questionnaire:
➤ Find a spot on your own to fill out the questionnaire. Please fill out the questionnaire provided for you, to the best of your ability. If you are not
comfortable reading or writing answers, use the audio recorder to record your answers. This can be completed anonymously. If you need help just raise
your hand and one of us will come over to help you.
Ideal Classroom Activity:
➤ Use the craft supplies, like lego, playdough and drawing stuff to show us what your idea of the best classroom ever would look like. After ten minutes,
set it aside and continue onto the next activity. Consider things like: how many students there would be, colours, furniture, and space.
Instructions

26. Best Teacher Game:
➤ On the large pieces of paper that we have placed on the wall, write about the traits that your idea of the best
teacher would have. Feel free to draw ideas as well. Think about the teachers you have now, what you like and
dislike about them and use that as a starting place.
Font Pages:
➤ Analyze the pages given to you. Using 2 different colours, indicate what font is the easiest to read and what is the
hardest on the different set of transparencies / backgrounds. RED = HARD, BLUE = Easy
Reflections:
➤ Using the pre-made organizer provided, reflect on your experience today. Did you learn anything new about
yourself? About your class? Explain what and why.
Pack up:
➤ Collect all materials that belong to you.
Instructions

27. ACTIVITIES AND PURPOSE:
PATH OF EXPRESSION

28. INTRODUCTIONS: SENSITIZATION
➤ To break the ice between the designers/researchers and the
students. This will allow the students to become more
comfortable. Consequently, when children are more
comfortable they tend to be themselves more and give honest
answers. By creating a friendly environment, we are able to
decrease the power imbalance that is present between the
adults and the children.

29. DIARY ENTRY/STREAM OF CONSCIOUSNESS: SENSITIZATION
➤ The purpose of this qualitative, sensitizing activity is to gain
insight in what is on the student's mind. We are able to obtain
entry into the individual’s consciousness, idea of words,
feelings, thoughts and images that run through their mind
without being intrusive and having too much influence on
them. We will ensure the students’ that if they do not want
their diary entry read by observers, their wishes will be
respected.

30. TRIGGER SET: ACTIVATION OF MEMORY
➤ Students are asked to cut out images or draw anything that
may trigger an emotional or memory response. This activity
directly relates to the the “Path of Expression” by using
words, images, shapes and symbols to elicit memories from
the past and present. The students are asked to create a
collage and this will indicate how they are feeling, the things
they like and any routines whether it is a day in their life,
school routine etc. The purpose of this activity is to get a
better understanding of the student's life with Dyslexia and
what is important to them and how they are feeling.

31. INTERVIEW: SENSITIZING AND ACTIVATION OF MEMORY
➤ The purpose of this activity is for students to interact with
each other and ask a set of questions that relate to how they
feel about class, their favourite memory of class and what
they think the classroom experience should be like in the
future. By allowing the students to engage with each other,
they will feel comfortable and share the things that are on
their mind without having as much of a filter. This activity
allows direct responses from the children and will give candid
results with regards to how they feel about the classroom
environment.

32. QUESTIONNAIRE: ACTIVATION OF MEMORY & SENSITIZATION
➤ The purpose of this sensitizing activity is to gain insight into our co-creator’s
personal life and their school experience when dealing with dyslexia. We have
taken in consideration our co-creators differences, therefore rather having the
students read the questions and handwrite their responses, we provided an
alternative that may help them and make it easier. We included an audio recording
method where the students can listen to the questions and answer by using a
recorder. However, we will also provide a hardcopy of the questionnaire in case
they wish to challenge themselves. With regards to the wording of the questions,
it was important to make sure they understood what we meant, therefore we
avoided any jargon, slang and abbreviations. We also made sure there were no
double negatives, leading or barrelled questions, ambiguity, confusion and
vagueness. The questionnaire can be completed anonymously, if the student is not
comfortable sharing their name. By allowing it to be anonymous students will feel
more comfortable in sharing fears and vulnerabilities; thus the researchers can
gain candid answers. The qualitative data that we will collect from this activity
will allow for a better understanding of the students’; personal struggles related to
dyslexia.

33. VISUAL RESPONSE: GENERATING FUTURE IDEAS
➤ The purpose of this is to avoid reading and writing and solely
focus on the creativity. Students are asked to visualize their
ideal classroom by using play-dough, lego, drawing utensils …
whatever they wish. This will provide insight as to how they
wish to express themselves creatively.

34. IDEAL TEACHER ACTIVITY: MEMORY ACTIVATION AND GENERATING FUTURE IDEAS
➤ Once again we ask students to be creative (drawing, play-
dough, lego etc) to create the ideal teacher. They will map the
traits of an ideal teacher, using keywords, imagery and a mind
mapping technique such as a web. By using a mind mapping
technique, this will help us gain insight how the students feel
about the teachers they have and we will be able to draw any
themes or patterns from the activity to see which type of
teachers they would prefer.

35. FONTS + TRANSPARENCIES: SENSITIZING
➤ We will ask students to identify what font and transparency
overlay background they find the easiest and hardest to read.
We will be able to directly see if there are connections
between the students preferences or if every student has a
different liking. Based on this we can draw conclusions and
use the particular font and transparency that makes it easiest
for them.

36. CLEAN-UP/EXIT INTERVIEW: ACTIVATION OF MEMORY/SENSITIZATION
➤ At this point, it is time to clean up all the tools used and
allow an opportunity for the students and designers to
interact with each other and give feedback and ask any
questions regarding the session.

37. TOOLKIT PROCESS

38. Low fidelity initial toolkit

39. The pilot test in action, along with it’s results

40. PILOT TESTING INSIGHTS
➤ Need to invest in a timer
➤ Need to provide a consent form to be signed
➤ Questionnaire needs to be more fun/
colourful or else need to been audio format
➤ Students have a hard time focusing in groups
➤ Icons chosen during trigger set collage were
very personalized
➤ Students seemed most focused on the role-
play interview and the trigger set
➤ There are different ranges of focus
➤ These processes can get messy! Be prepared
for lengthly clean up.
➤ Participants weren’t afraid to experiment
with tools provided
➤ told more stories when engaged in an
activity

41. Final - high-fidelity toolkit

42. CONCLUSION

43. Ultimately the goal of our toolkit is to provide a learning
experience that fully accommodates dyslexic students. Our Hope
is that this toolkit will allow our co-creators to learn and inspire
them in social connections through embodied learning. Which
would then provide us with the research necessary for designing
to a system to their needs accordingly. By doing so we then
allow for the students to have a voice in their learning
experience, along with creating a better understanding of what
effects dyslexia has on students in learning environments. As
well as what it means to be a student with a learning difference.

44. REFERENCES
Photos are either our own or are taken from:
➤ Maplewood Alternative High School - Maplewood
Alternative High School. (n.d.). Retrieved June 19, 2016, from
http://maplewoodhigh.ca/
➤ NCLD study with young adults points to drivers of success.
(n.d.). Retrieved June 19, 2016, from http://ld.org/
➤ Sanders, Elizabeth B.-N., and Pieter Jan Stappers. Convivial
Toolbox: Generative Research for the Front End of Design.
Amsterdam: BIS, 2012. Print.

45. CONSENT FORM