Designing for Dyslexic Individuals in the digital environment.

This paper delves into the multifaceted landscape of dyslexia within the context of digital environments, aiming to explore the nuanced challenges faced by dyslexic individuals and propose design interventions to cater to their diverse needs. Dyslexia, recognised as a neurobiological learning disability characterised by difficulties in language processing and reading comprehension, continues to pose unique challenges despite advancements in its understanding and diagnosis. The study draws from interviews conducted with dyslexic individuals, highlighting the spectrum of challenges encountered. It reveals the varied nature of dyslexia experiences, spanning struggles in languagespecific domains, reading difficulties, and individualised approaches to coping with the disability. Furthermore, it critically examines existing digital assistive technologies, emphasising their limitations in meeting the tailored requirements of dyslexic learners, often failing to align with individual learning approaches and impeding effective learning experiences. Acknowledging the dichotomy between the aid provided by assistive tools and the need to cultivate personal skills, this paper advocates for a balanced approach. It explores a range of tools and educational tactics employed by dyslexic individuals, emphasising the importance of personalised, adaptable solutions to accommodate diverse experiences and preferences. The study progresses to present low-fidelity design probes as potential interventions in the digital sphere, focusing on tools that allow gradual skill development and customisation. These prototypes aim to provide tailored support while fostering the growth of personal tactics and skills, aiming to strike a harmonious balance between assistance and skill enhancement. Despite these contributions, this study faces limitations, including a restricted sample size and a lack of longitudinal data. The research methodology could benefit from a more comprehensive approach, integrating quantitative measures and expanding participant diversity to enhance generalisability. Furthermore, a deeper synthesis of existing literature and a more explicit theoretical framework could strengthen the theoretical underpinnings of this study. [ABSTRACT FROM AUTHOR]