1. Analysis of Learning Disability Associative technology model for children having lexical dysgraphia AHMED JAMAH AHMED ALNAGRAT Matric (812518) Dr. Farzana Kabir Ahmad

2. Outline 1.Introduction to Learning Disability 2.Introduction to Dysgraphia 3.types of Learning Disability(LD) 4.Subtypes of Dysgraphia 5.Problem Statement 6.Research Questions 7.Research Objectives 8.scope of study 9.Literature Review 10.Methodology 11.Conclusion 12.References

3. What is Learning Disability? LD is a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities or of social skills. What is Dysgraphia? It is the poor ability to perform motion movement which results the replication of any text or it can be poor transcription. It is the difficulty in using letters to create words or executing many misspellings. This type of dysgraphia is also known as dysorthographia. It is a poor ability to express the idea and thoughts or is a poor ability that can lead to a bad composition 1.1Introduction

4. types of Learning Disability(LD) There are many types of LD. LD is disorder of listening, thinking, reading, writing, spelling and arithmetic. LD can be divided into three broad categories. These are difficulty in reading (Dyslexia), in writing (Dysgraphia) and in mathematical calculations (Dyscalculia). Same these 3 categories are proposed by Health Care & Diagnostic Centre also in 2011.

5. 1.2.2Subtypes of Dysgraphia

6. 1.3Problem Statement Most of people are confused between developmental and agraphia (acquired dysgraphia) And undefined subtypes of dysgraphia According to (Pandey 2011; Pirani & Sasikumar 2012), LD patients have better intelligence than other people with same age, but they cannot achieve their potential. Whereas providing appropriate model for such patients can be very difficult in term of model cost and available experts for appropriate solution according to patient’s needs (Li 2009). On the other hand, model usability and interface design are forming barriers for patients to use proposed models (Fryia et al. 2009). Results of such models also are not as sufficient as they should be. Because patients find interface and model itself boring (Czyzewski et al. 2009). In the case of dysgraphia, spelling, word problem, essay and comprehension can be used as LD parameters (Manghirmalani 2011). Whereas in other study (Di Pietro et al. 2011), word length, position of the letter in the word can be factors that differentiate between different dysgraphia subtypes. And identification and treatment of the LD should be done early in the childhood, there are only few models that fulfill the need of this age group (Czyzewski et al. 2009; Rosenblum et al. 2010).

7. Research Questions What are the mistakes children make while coping with lexical dysgraphia? Which are interactive assistive technology models for children with lexical dysgraphia? Research Objectives To identify the mistakes children make while coping with lexical dysgraphia. To propose interactive assistive technology model for children with lexical dysgraphia.

8. This study only focuses on assistive technologies for children having lexical dysgraphia. errors in lexical dysgraphia occurs on an irregular basis, and due to lack of research in this field, statistics from some other models are also taken for supporting the new proposed model. Simulation is used for cost effectiveness of the model. 1.6 scope of study

9. Literature Review Assistive technology models According to (Li 2009), any technology that can be used to aid LD person or patient for better learning and knowledge is called Assistive technology (AT). Such models are sometimes available for commercially use, customized or changed according to user needs which are used to increase the performance of LD patient and to maintain the individual capabilities. With the help of such models, one can contribute economically, can improve his/her quality of life and can increase his/her independence. There is a lot of research that is conducted by researchers now a days on acquired dysgraphia (Raymer et al. 2010), but there is very less research that only addresses the developmental dysgraphia. LD identification model Training model Child patients Mature patients

10. Methodology I have mentioned that this study only focuses on children with lexical dysgraphia. This study will propose an assistive model for lexical dysgraphia child, user assessment will be done at the end, in which user will be evaluated on model’s usability, accessibility and interaction. 5 users will be examined for period of 6 months, mean while there performances will be recorded after every particular period of time. Framework of proposed model

11. User Interface As this study focuses on better interactive design for the kids so that they won’t find it complex or boring. the models which have animation or physical models that have toy like structures, children gets more attached to it. Although they were designed for dyslexia users, but this interactive approach leads to great commitment with the models. For this particular study, I tend to use some basic animations of cartoons at interface phase. Model application will linked to animated screen at interface for more enjoyment factors of the users.

12. Application layer At this layer of the model, main program will be coded for the model. This model tend to provide words individually by pressing stating letters of the word in real time. This model is proposed by (Poobrasert et al. 2011), but only for Thai and English language, whereas proposed model for this study only focuses on English language.

13. Word database This is the main database for program that stores all available words in it. This study tend to use horizontal fragmentation in the database in terms of first letter of the word. There will be 26 fragments that will be created and managed by the program. Coding will be done using MS SQL server for the proposed model. There will be 3 attributes in the table named Word, Frequency, Last Fetched. Here data types of attributes will be varchar, integer, DateTime for Word, Frequency and Last Fetched respectively. Data will be arranged in alphabetical order on Word attribute for each fragment. NoWordFrequencyLast Fetched 1Absent021/12/2013 2Abstract315/12/2013 3Absolute122/11/2013

14. History of words used This is temporary database that will store words whenever they will called by the user. There will be 2 attributes in this table word and fetch date. Whereas, data types will be same for these attributes as in word database. This database can have duplicated words. NoWordFetched DateTime 1Conclusion22/12/2013 2Introduction22/12/2013 3Learning22/12/2013

15. Conclusion Results from previous models suggest that by providing user friendly, simple, interactive and effective learning models, student can learn and gain knowledge. This study restrict itself for children having lexical dysgraphia. Interactive and usable model approach is given in this study that can contribute in learning process of targeted users. Second goal of this study was to bring the attention into lack of such interactive models for such users for a learning environment. Proposed model can help such users to overcome their deficiencies in learning field as well as in day to day life.

16. Report