Design Principles of an Interactive Tangible Mobile Application for Students With Specific Learning Disabilities

Introduction

In today's world, with their increasing numbers, there are students in educational environments who are unable to achieve the success expected of them. These students, who perform below the expected level based on their age, intelligence, and education, are students who have learning disabilities. A diagnosis of a learning disability is made for an individual when their achievements on individual standardized tests for reading, arithmetic, and writing are low relative to their age, education level, and IQ, and when these learning problems impede their academic success or other routine activities that require reading, writing, and arithmetic skills (American Psychological Association (APA), 2013). Although there are different definitions of learning disabilities, common features are observed in these definitions. One of the most widely accepted definitions is made in the DSM-5. Learning disabilities manifest themselves as problems in learning performance throughout the school years or as unexpectedly low performance on standardized tests by an intelligent or gifted student. Additionally, students with learning disabilities experience persistent difficulties in academic skills such as reading, writing, and mathematics. These students have specific and lifelong deficiencies in processing/understanding information accurately. With extraordinary effort, they may or may not be able to achieve these skills (APA, 2013). According to the U.S. Individuals with Disabilities Education Act (IDEA), a learning disability can be defined as a difficulty that manifests itself in one or more basic areas related to understanding or using spoken or written language. Deficits in listening, thinking, speaking, reading, writing, spelling, or performing mathematical calculations are included, as are conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Learning disabilities primarily do not include learning problems that are the result of visual, auditory, or motor disabilities, intellectual disability, emotional disturbance, or environmental, cultural, or economic disadvantages (IDEA, 2018).

Although the literature provides different classifications of specific learning disabilities (SLD), the most common classifications are dyslexia, dyscalculia, and dysgraphia.

Typically, significant focus is placed on students learning to read, write, and perform calculations during their school-age years. Depending on the difficulties a student may encounter in school, there are several subcategories that describe specific difficulties a student may have, such as dyslexia, dyscalculia, and dysgraphia. Dyslexia refers to issues with language processing and reading; dyscalculia refers to difficulties understanding mathematical concepts such as mathematical calculation and number concepts; and dysgraphia is the term used when there are fine motor issues significantly affecting writing (Schmeisser & Courtad, 2023). The APA (2013) has also defined reading difficulties (difficulties with speed, accuracy, and comprehension), mathematical difficulties (difficulties with calculation and mathematical reasoning), and writing difficulties (accuracy difficulties in writing, inadequacy in written expression). Students with SLD exhibit various and different characteristics. However, it is possible to mention some common features of students with SLD in academic, social, and cognitive areas.

As previously mentioned, one of the most common characteristics of students with SLD is their failure to acquire reading, writing, and basic arithmetic skills. Failures in both literacy and arithmetic can negatively affect all academic areas (Westwood, 2008). In addition to problems experienced in the academic field, there are also problems experienced in the social field. Students with SLD participate in social activities less than their peers and have difficulty resolving the social problems they encounter (Westwood, 2008). They may also have difficulties in multiple areas, such as recalling, attention, developing problem-solving strategies, and using metacognitive strategies (Alberta Learning and Teaching Branch, 2002). For the increasing number of students with SLD both in the world, effective educational interventions are important in reducing the difficulties experienced and providing support to the students. Dyslexia, dyscalculia, and dysgraphia affect both the academic and daily life of students (APA, 2013).