This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.
Community education advocates for innovative programs that advance community learning and sustainability through collaboration between community members. It aims to equip communities with the skills needed to undertake activities and is about educating communities and groups, not just individuals. Community education is learner-centered, for everyone, covers a wide variety of learning, and responds to the community. It uses learning for both individual and community betterment by involving people of all ages and using community resources to create change. Community educators provide knowledge and skills to create self-sufficiency, interdependence, and a participatory learning culture within communities.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
Technology In Early Childhood Education (ECE)kscholer
Research suggests that technology can be beneficial in early childhood education if used appropriately. Properly facilitated, computers and software can encourage social interaction and conversations related to classroom work. Some benefits of technology include allowing children to reinforce learning by looking at photos, helping develop understanding of how spoken language connects to print, and providing ways for children to respond and represent learning individually. Technology also supports experiential learning, oral language development, and helping children understand information through visual representations of data. Digital cameras and online games/activities are examples of technologies that can be used, with benefits such as recording classroom activities, developing literacy and math skills, and engaging struggling students.
This document provides an overview of attention deficit hyperactivity disorder (ADHD), including its symptoms, diagnosis, causes, treatment and prognosis. It discusses how ADHD is characterized by inattention, hyperactivity and impulsivity. It outlines the DSM-V criteria for diagnosing ADHD and describes common comorbidities. Regarding treatment, it discusses behavioral interventions, psychoeducation, medication approaches and their goals of managing symptoms to improve functioning. The prognosis is that symptoms often persist into adulthood, so treatment aims to mitigate long-term risks through multimodal support.
Building resilience and social emotional intelligenceSaifAliSajidAmir
The document discusses social emotional learning and development in children. It explains that social emotional learning involves developing skills like self-awareness, social awareness, relationship skills, and responsible decision making. These skills are important for children's development and success in school. The document provides strategies for developing these skills both in school through SEL programs and activities, and at home through family interactions and practices. It discusses the importance of developing skills like self-management, relationship building, and decision making from an early age. Overall, the document outlines the key aspects of social emotional learning and development and strategies to support children's SEL.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
This document provides information about Jamal Mohamed College in Tiruchirappalli, India, including that it is autonomous and accredited with an 'A' grade by NAAC. It also contains a unit on the meaning and types of communities, including rural, urban, tribal; and based on occupation, caste, class, and religion. The unit discusses community power structures and leadership. It defines community organization and lists its characteristics, including helping a community identify needs, find resources, take action, and develop cooperative attitudes. The aims of community organization are also listed.
This Learnovate Centre (http://www.learnovatecentre.org) presentation was delivered at the iGBL 2013 symposium on June 6th 2013. The presenter was Neil Peirce and the presentation was based on a research report published by the centre. The full report is available at: http://www.learnovatecentre.org/research-report-digital-game-based-learning-for-early-childhood/
Community education advocates for innovative programs that advance community learning and sustainability through collaboration between community members. It aims to equip communities with the skills needed to undertake activities and is about educating communities and groups, not just individuals. Community education is learner-centered, for everyone, covers a wide variety of learning, and responds to the community. It uses learning for both individual and community betterment by involving people of all ages and using community resources to create change. Community educators provide knowledge and skills to create self-sufficiency, interdependence, and a participatory learning culture within communities.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
Technology In Early Childhood Education (ECE)kscholer
Research suggests that technology can be beneficial in early childhood education if used appropriately. Properly facilitated, computers and software can encourage social interaction and conversations related to classroom work. Some benefits of technology include allowing children to reinforce learning by looking at photos, helping develop understanding of how spoken language connects to print, and providing ways for children to respond and represent learning individually. Technology also supports experiential learning, oral language development, and helping children understand information through visual representations of data. Digital cameras and online games/activities are examples of technologies that can be used, with benefits such as recording classroom activities, developing literacy and math skills, and engaging struggling students.
This document provides an overview of attention deficit hyperactivity disorder (ADHD), including its symptoms, diagnosis, causes, treatment and prognosis. It discusses how ADHD is characterized by inattention, hyperactivity and impulsivity. It outlines the DSM-V criteria for diagnosing ADHD and describes common comorbidities. Regarding treatment, it discusses behavioral interventions, psychoeducation, medication approaches and their goals of managing symptoms to improve functioning. The prognosis is that symptoms often persist into adulthood, so treatment aims to mitigate long-term risks through multimodal support.
Building resilience and social emotional intelligenceSaifAliSajidAmir
The document discusses social emotional learning and development in children. It explains that social emotional learning involves developing skills like self-awareness, social awareness, relationship skills, and responsible decision making. These skills are important for children's development and success in school. The document provides strategies for developing these skills both in school through SEL programs and activities, and at home through family interactions and practices. It discusses the importance of developing skills like self-management, relationship building, and decision making from an early age. Overall, the document outlines the key aspects of social emotional learning and development and strategies to support children's SEL.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
This document provides information about Jamal Mohamed College in Tiruchirappalli, India, including that it is autonomous and accredited with an 'A' grade by NAAC. It also contains a unit on the meaning and types of communities, including rural, urban, tribal; and based on occupation, caste, class, and religion. The unit discusses community power structures and leadership. It defines community organization and lists its characteristics, including helping a community identify needs, find resources, take action, and develop cooperative attitudes. The aims of community organization are also listed.
This Learnovate Centre (http://www.learnovatecentre.org) presentation was delivered at the iGBL 2013 symposium on June 6th 2013. The presenter was Neil Peirce and the presentation was based on a research report published by the centre. The full report is available at: http://www.learnovatecentre.org/research-report-digital-game-based-learning-for-early-childhood/
Parental involvement is important for all children's education but especially crucial for children with special needs. Getting involved in the special education process gives parents a sense of purpose in supporting their child's future. Parents have the power to advocate for their child to receive appropriate services and accommodations to help their child thrive. Parents should help create a supportive home environment by reading together, establishing routines for studying, and discussing the value of education.
The document discusses the benefits of playgroups for both children and parents. It notes that playgroups allow children to develop important social and cognitive skills through play-based activities while also giving parents a support network and break. However, it acknowledges that more research is still needed on how playgroups influence early childhood development and education outcomes over the long term. The document advocates for playgroups as an important transitional experience from home to preschool.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
The document discusses the history of understanding autism, from early definitions to current diagnostic criteria, and examines autism from neurological, clinical, and theoretical perspectives, proposing that autism involves deficiencies in social and emotional intelligence due to imagination disorders that make adapting to unfamiliar or stressful situations difficult. It also notes associated features like anxiety, routines, and dependence on caregivers, and debates classifications like Asperger syndrome.
A must for a Psychology student in Nepal.After the sentence given by the District Court, juvenile Offenders are send to Correction Home for a period of time. Study of 'A Correction Home in Nepal.'
India has over 29 million orphaned or abandoned children, more than the entire population of Sri Lanka. However, in 2017 only 370,000 of these children were living in child care institutions, despite it being the state's responsibility to care for them until age 21. A government report found that over 27% of children received no aftercare support after leaving state care, and 44% were not consulted about their care plans. The annual government expenditure on child protection for these 30 million children amounts to less than $2 per child per day, which is inadequate to cover their basic needs like food, clothing, education and healthcare. One organization, SERUDS, has been operating an orphanage called Joy Home for 60 children since 2012 in a
The ECERS-R is an observation tool used to assess the quality of preschool classrooms. It contains 43 items organized into 7 subscales that evaluate different aspects of the classroom environment and teacher-child interactions. The document provides an overview of each subscale and the items included. It also includes tips and examples for scoring items on the scale regarding aspects like dramatic play, child displays, language use, and accessibility of materials. Video clips demonstrate using the tool to observe and score items in the classroom.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
There are two main dimensions of parenting: acceptance/warmth-responsiveness and demandingness-control. These dimensions give rise to four parenting styles: authoritative, authoritarian, permissive, and neglectful. Authoritative parenting, which is high in both acceptance and control, tends to be associated with the best child outcomes while neglectful parenting, which is low in both, tends to be associated with the worst outcomes.
Using Technology in the Early Childhood Classroommichellesaville
This document discusses using technology in early childhood classrooms. It describes how the presenter uses technology to make adaptations for students, create classroom resources, and make activities more engaging. Specific tools mentioned include Boardmaker for creating visual supports, videos and interactive websites for building background knowledge, and iPad apps for practicing skills in an engaging way. The presenter provides examples of how tools like Boardmaker, Starfall, and phonics apps can support learning and gives contact information for sharing resources.
The document discusses the importance of play for children's development. It states that play allows children to develop in many ways, including creativity, social skills, confidence, problem-solving abilities, and physical health. It has been shown that the amount of time children spend in free play has decreased significantly in recent decades, which can be detrimental to their well-being. The document encourages providing children with ample unstructured playtime and opportunities for outdoor activities and social engagement, such as attending summer day camp.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
This document discusses the effects of poverty on child development. It notes that almost 14 million US children live below the poverty level, with 19% considered poor. Growing up in poverty can negatively impact children's learning abilities, development, self-esteem, and mental health, and increase risks of abuse, bullying and antisocial behavior. While education is seen as key to rising above poverty, those in poverty often feel it is unattainable. Support systems are important to help disadvantaged children reach their full potential despite obstacles.
Community participation involves local communities playing a role in projects that affect them. It is a planned process where communities clarify and express their own needs and take collective action to meet them. There are different types of participation, ranging from passive participation where people are just informed, to active participation where people independently initiate actions. For community participation to be successful, it is important to consider factors like the level of involvement, who initiates and controls the process, balancing various stakeholders' interests, building partnerships and commitment, and ensuring communities have the confidence and capabilities to participate.
This document discusses four common parenting styles: uninvolved, permissive, authoritarian, and authoritative. It describes each style based on two dimensions - the level of acceptance (warmth and responsiveness) and level of control (expectations and demands placed on children). The uninvolved parent is low on both, the permissive parent is high on acceptance but low on control, the authoritarian parent is low on acceptance but high on control, and the authoritative parent scores high on both acceptance and control. The effects of each parenting style and variations along the acceptance/control dimensions are also briefly touched on.
This document discusses the development of self-esteem from infancy through adulthood. It outlines several key factors that influence self-esteem, including relationships, experiences, gender, and health/illness. The document also describes different types of self-esteem, such as inflated, high, and low self-esteem, and the characteristics of each. Finally, it discusses several approaches to developing positive self-esteem in children by focusing on competence, love, responsibility, and realistic goals.
This document discusses theories of disability, demographics of disability, and etiquette when working with people with disabilities. It outlines three main models for understanding disability - the moral model which views disability as punishment, the medical model which sees people as flawed needing to be fixed, and the social model which views disability as a socially constructed category. It provides statistics on the large population with disabilities worldwide and in the US, noting higher rates of poverty, unemployment, and segregation among those with disabilities. The document also discusses the Americans with Disabilities Act and the relevance of social work in addressing discrimination. Finally, it outlines five general rules of etiquette when interacting with people with disabilities.
The slides deals with the 4 types of parenting style and its features. in addition to that it also discusses few means to be a good parent and the do's and dont's of parenting
Dr. BMN Importance of play: Play presentation kindergarten march 2012rashmi1959
The document discusses the importance of play for children's development. It outlines four types of play - sensory/manipulative, constructive, dramatic, and games with rules - and explains how each type stimulates different skills. High-quality play that is open-ended, includes props, and follows children's interests best supports development. Through play, children build cognitive, physical, and social-emotional skills like problem-solving, self-regulation, empathy, and language. The document encourages supporting play at home and provides resources for educators on developmentally appropriate practices.
This document discusses dyslexia, including what it is, common myths about it, and facts to dispel those myths. Some key points:
- Dyslexia is a neurologically-based condition that makes reading, writing, and spelling difficult despite average or above average intelligence.
- Many myths exist, such as that dyslexia is a visual problem or can be outgrown, but research has disproven these.
- Dyslexia affects about 20% of the population and is lifelong, though early intervention can help minimize effects. Intelligence and dyslexia are unrelated.
Dyslexia is a learning disability that affects reading, writing, focus, memory, and organization. To help dyslexic students, teachers should use a multi-sensory approach involving sight, touch, movement, and sound. This includes note cards, sand trays, and fun activities to engage multiple senses. Providing structure, organization, repetition, breaks, extra time, and hands-on materials also supports dyslexic learners. Peer tutoring, specialists, and appropriate technology can further aid dyslexic children's development.
Parental involvement is important for all children's education but especially crucial for children with special needs. Getting involved in the special education process gives parents a sense of purpose in supporting their child's future. Parents have the power to advocate for their child to receive appropriate services and accommodations to help their child thrive. Parents should help create a supportive home environment by reading together, establishing routines for studying, and discussing the value of education.
The document discusses the benefits of playgroups for both children and parents. It notes that playgroups allow children to develop important social and cognitive skills through play-based activities while also giving parents a support network and break. However, it acknowledges that more research is still needed on how playgroups influence early childhood development and education outcomes over the long term. The document advocates for playgroups as an important transitional experience from home to preschool.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
The document discusses the history of understanding autism, from early definitions to current diagnostic criteria, and examines autism from neurological, clinical, and theoretical perspectives, proposing that autism involves deficiencies in social and emotional intelligence due to imagination disorders that make adapting to unfamiliar or stressful situations difficult. It also notes associated features like anxiety, routines, and dependence on caregivers, and debates classifications like Asperger syndrome.
A must for a Psychology student in Nepal.After the sentence given by the District Court, juvenile Offenders are send to Correction Home for a period of time. Study of 'A Correction Home in Nepal.'
India has over 29 million orphaned or abandoned children, more than the entire population of Sri Lanka. However, in 2017 only 370,000 of these children were living in child care institutions, despite it being the state's responsibility to care for them until age 21. A government report found that over 27% of children received no aftercare support after leaving state care, and 44% were not consulted about their care plans. The annual government expenditure on child protection for these 30 million children amounts to less than $2 per child per day, which is inadequate to cover their basic needs like food, clothing, education and healthcare. One organization, SERUDS, has been operating an orphanage called Joy Home for 60 children since 2012 in a
The ECERS-R is an observation tool used to assess the quality of preschool classrooms. It contains 43 items organized into 7 subscales that evaluate different aspects of the classroom environment and teacher-child interactions. The document provides an overview of each subscale and the items included. It also includes tips and examples for scoring items on the scale regarding aspects like dramatic play, child displays, language use, and accessibility of materials. Video clips demonstrate using the tool to observe and score items in the classroom.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
There are two main dimensions of parenting: acceptance/warmth-responsiveness and demandingness-control. These dimensions give rise to four parenting styles: authoritative, authoritarian, permissive, and neglectful. Authoritative parenting, which is high in both acceptance and control, tends to be associated with the best child outcomes while neglectful parenting, which is low in both, tends to be associated with the worst outcomes.
Using Technology in the Early Childhood Classroommichellesaville
This document discusses using technology in early childhood classrooms. It describes how the presenter uses technology to make adaptations for students, create classroom resources, and make activities more engaging. Specific tools mentioned include Boardmaker for creating visual supports, videos and interactive websites for building background knowledge, and iPad apps for practicing skills in an engaging way. The presenter provides examples of how tools like Boardmaker, Starfall, and phonics apps can support learning and gives contact information for sharing resources.
The document discusses the importance of play for children's development. It states that play allows children to develop in many ways, including creativity, social skills, confidence, problem-solving abilities, and physical health. It has been shown that the amount of time children spend in free play has decreased significantly in recent decades, which can be detrimental to their well-being. The document encourages providing children with ample unstructured playtime and opportunities for outdoor activities and social engagement, such as attending summer day camp.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
This document discusses the effects of poverty on child development. It notes that almost 14 million US children live below the poverty level, with 19% considered poor. Growing up in poverty can negatively impact children's learning abilities, development, self-esteem, and mental health, and increase risks of abuse, bullying and antisocial behavior. While education is seen as key to rising above poverty, those in poverty often feel it is unattainable. Support systems are important to help disadvantaged children reach their full potential despite obstacles.
Community participation involves local communities playing a role in projects that affect them. It is a planned process where communities clarify and express their own needs and take collective action to meet them. There are different types of participation, ranging from passive participation where people are just informed, to active participation where people independently initiate actions. For community participation to be successful, it is important to consider factors like the level of involvement, who initiates and controls the process, balancing various stakeholders' interests, building partnerships and commitment, and ensuring communities have the confidence and capabilities to participate.
This document discusses four common parenting styles: uninvolved, permissive, authoritarian, and authoritative. It describes each style based on two dimensions - the level of acceptance (warmth and responsiveness) and level of control (expectations and demands placed on children). The uninvolved parent is low on both, the permissive parent is high on acceptance but low on control, the authoritarian parent is low on acceptance but high on control, and the authoritative parent scores high on both acceptance and control. The effects of each parenting style and variations along the acceptance/control dimensions are also briefly touched on.
This document discusses the development of self-esteem from infancy through adulthood. It outlines several key factors that influence self-esteem, including relationships, experiences, gender, and health/illness. The document also describes different types of self-esteem, such as inflated, high, and low self-esteem, and the characteristics of each. Finally, it discusses several approaches to developing positive self-esteem in children by focusing on competence, love, responsibility, and realistic goals.
This document discusses theories of disability, demographics of disability, and etiquette when working with people with disabilities. It outlines three main models for understanding disability - the moral model which views disability as punishment, the medical model which sees people as flawed needing to be fixed, and the social model which views disability as a socially constructed category. It provides statistics on the large population with disabilities worldwide and in the US, noting higher rates of poverty, unemployment, and segregation among those with disabilities. The document also discusses the Americans with Disabilities Act and the relevance of social work in addressing discrimination. Finally, it outlines five general rules of etiquette when interacting with people with disabilities.
The slides deals with the 4 types of parenting style and its features. in addition to that it also discusses few means to be a good parent and the do's and dont's of parenting
Dr. BMN Importance of play: Play presentation kindergarten march 2012rashmi1959
The document discusses the importance of play for children's development. It outlines four types of play - sensory/manipulative, constructive, dramatic, and games with rules - and explains how each type stimulates different skills. High-quality play that is open-ended, includes props, and follows children's interests best supports development. Through play, children build cognitive, physical, and social-emotional skills like problem-solving, self-regulation, empathy, and language. The document encourages supporting play at home and provides resources for educators on developmentally appropriate practices.
This document discusses dyslexia, including what it is, common myths about it, and facts to dispel those myths. Some key points:
- Dyslexia is a neurologically-based condition that makes reading, writing, and spelling difficult despite average or above average intelligence.
- Many myths exist, such as that dyslexia is a visual problem or can be outgrown, but research has disproven these.
- Dyslexia affects about 20% of the population and is lifelong, though early intervention can help minimize effects. Intelligence and dyslexia are unrelated.
Dyslexia is a learning disability that affects reading, writing, focus, memory, and organization. To help dyslexic students, teachers should use a multi-sensory approach involving sight, touch, movement, and sound. This includes note cards, sand trays, and fun activities to engage multiple senses. Providing structure, organization, repetition, breaks, extra time, and hands-on materials also supports dyslexic learners. Peer tutoring, specialists, and appropriate technology can further aid dyslexic children's development.
This document lists several potential causes of reading difficulties: auditory deficits, dyspraxia, short-term memory limitations, ADHD, word blindness, stress spirals, and Irlen syndrome. It describes how some causes can lead to early success in reading followed by a plateau between ages 6-9, wild guessing, and a collapse of confidence as text gets more complex. Other causes result in an ability to read words but difficulty with sentences, problems decoding long words, and an inability to follow meaning.
UX Designer's Toolkit - to design a better worldRachel Liu
Presented at the Creative Meetup: http://www.meetup.com/Creative-Class/events/162137382/ on 9th April 2014.
A UX Designer's Toolkit to design a better world with case studies of good and bad websites/apps as well as interactive exercises to understand the Lean UX process
Gamification Decks: Structure Gamification Projects with Design ThinkingDaniel Meusburger
The document discusses using a design thinking process to effectively plan and implement gamification. It notes that 80% of current gamification applications fail due to lack of planning and user understanding. The design thinking process presented involves understanding user needs through research, developing ideas through brainstorming and prototyping, then testing prototypes with users in an iterative process. Following this process can help integrate user needs, business goals, and technology possibilities to create successful gamified applications.
This executive summary explains why we released an updated version of the Platform Design Toolkit - The definitive set of design thinking and system modeling tools to design digital and non digital Platforms to access powerful Ecosystems and reach objectives way beyond the boundaries of your firm.
For More information on the Toolkit visit: www.platformdesigntoolkit.com
For more complete presentation and context post see: http://meedabyte.com/2015/11/06/platform-design-toolkit-2-0-open-for-comments/
The visual analysis of 10 popular/ successful Design Toolkits. 4 Graduate Service Design Students from SCAD (Lauren Peters, Lindsay Vetel, Louis Finklestein, and Richard Ekelman) explore the contextual value of these Design Toolkits and Whom they are created for.
.....................
Contextualizing, analyzing, and quantifying each
toolkit, gave us a new and deeper understanding of
each.
Which also posed the question, are designers too
intimidated to write for other designers?
Or were these toolkits written in order to expand the
notion of design thinking to users who wouldn’t
normally employ these philosophies and to bring a
deeper understanding to outliers?
FutureBrand | BTO 2016 | Branding and destination marketingBTO Educational
BTO 2016 | Day TWO 1° dicembre
Main Hall Internazionale
WHY! Branding and Destination Marketing – from awareness to conversion, strategies for success
http://www.buytourismonline.com/eventi/futurebrand/
http://www.buytourismonline.com/
Viaggi e Turismo è un settore di mercato esigente e competitivo per paesi, regioni, città e luoghi di interesse.
Per il futuro successo, i professionisti di Destination Marketing hanno bisogno di includere integrazione strategica e tattica delle risorse e creatività per affermarsi.
Capire come sfruttare le risorse e i contenuti del marchio e dare priorità alle risorse di marketing di canale è fondamentale per il successo, in quanto il tempo per “vedere di prenotare” si riduce per i consumatori come potenziali visitatori.
Allo stesso modo, costruire una strategia di marchio a lungo termine richiede investimenti che vanno oltre la pura pubblicità o le campagne di pubbliche relazioni.
Partecipate alla sessione presentata da Christopher Nurko, Presidente Globale di FutureBrand, che condividerà le intuizioni e i migliori consigli su come pianificare il successo nel marketing di destinazione.
Condividendo i risultati di un recente studio sullo State Branding statunitense e basandosi su oltre 8 anni di indagini sul Country Branding, Chris aiuterà i partecipanti a capire la formula ideale per affrontare le sfide derivanti dal loro marchio.
Keynote Speaker
Christopher Nurko FutureBrand
This is an updated release:
First, I released the Platform Design Canvas alone, then I added the Platform Motivations Matrix to a newly born "toolkit" made of different tools (most of them are still in the making).
Here you can find a context post with a step by step guide to using this preliminary version of the toolkit: http://bit.ly/PDToolkitGuide
Coping With Dyslexia - Speld Victoria at Australiaspeldvic1
Speld Victoria Will help you for how to build a Child’s resilience and Self-Esteem.For Free Professional advice and support call 1800 051 533 or email infoline@speldvic.org.au
REGIONE TOSCANA | Legge Regionale Turismo n° 86, 20 dicembre 2016 BTO Educational
REGIONE TOSCANA
Testo unico del sistema turistico regionale
La Regione, nel rispetto del principio di sussidiarietà, interviene in particolare per:
a) riconoscere il ruolo strategico del turismo per lo sviluppo economico sostenibile, la promozione e la valorizzazione del territorio;
...
...
...
Business Design Toolkit - Design Sojourndesignsojourn
The Business Design Toolkit is used to help businesses leverage Design Led Innovation. For more information, please go to: http://www.designsojourn.com/business-design-toolkit/
The document discusses business ecosystems and value network mapping. It provides an example of mapping Apple's business ecosystem, showing the core value proposition and how various stakeholders in complementary offerings, supply and enabling networks, and other stakeholders contribute to and benefit from the ecosystem through different value flows including goods, services, money, information, and intangible value. The mapping is used to illustrate how value network analysis can provide a dynamic view of how financial and non-financial assets are converted into value within a business ecosystem.
A slidedeck Marc Stickdorn and Jakob Schneider use for presentations on Service Design Thinking in 2013. It uses some examples from the field of tourism to explain the basic concepts, process, methods and tools of service design. Have a look at our websites to learn more on what we're doing or get in touch with us:
The book "This is Service Design Thinking": www.tisdt.com
The software "smaply": www.smaply.com
The mobile ethnography software "myServiceFellow": www.myservicefellow.com
Presentation by Marc Stickdorn & Jakob Schneider.
Graphic design by Jakob Schneider. Like his style? Check his agency: http://kd1.com
PDF, audio, and voiceover are now available on designintechreport.wordpress.com
Today’s most beloved technology products and services balance design and engineering in a way that perfectly blends form and function. Businesses started by designers have created billions of dollars of value, are raising billions in capital, and VC firms increasingly see the importance of design. The third annual Design in Tech Report examines how design trends are revolutionizing the entrepreneurial and corporate ecosystems in tech. This report covers related M&A activity, new patterns in creativity × business, and the rise of computational design.
This document discusses various topics related to English education, including inclusive education, gifted and talented children, learning disabilities, and theoretical bases of education. It provides definitions and characteristics for each topic. Inclusive education aims for all students to attend regular neighborhood schools and participate in all aspects of school life, regardless of ability. Gifted children have exceptional innate ability in one domain, while talented children have already demonstrated high achievement. Learning disabilities affect how the brain processes information and can make learning tasks difficult without proper support.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
The newsletter discusses upcoming workshops at Helikx Open School on improving learning for students. It highlights learner-centered teaching approaches that make students active participants in learning and motivate the learning process. An editorial discusses developing an individual education plan for each student to meet their unique needs. Other articles provide tips for hobbies during holidays, explain the difference between punishment and logical consequences, and discuss the importance of mental health.
The document discusses the need for a new approach to supporting students who are not achieving national standards and are disengaged in learning. It notes that around 20% of students fall into this category. The school wants to embrace findings from neuroscience research and provide personalized learning opportunities based on individual student profiles. This would include identifying cognitive strengths and weaknesses and using programs like Cogmed or Feuerstein to improve learning capacity. Training selected teachers in the Feuerstein method is proposed so it can become part of the school curriculum and benefit all students, not just a select few. The goal is to increase student achievement, engagement, and learning capacity through a greater emphasis on the cognitive and process of learning.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
Introduction to Special Education: Group One- Specific Learning Disabilities TylerCorley
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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.
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
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.
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
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.