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Dyslexia and self-development; a product for primary school classrooms to encourage social interaction with the intent of improving self-esteem.

Laschok, Z.M. and Lim, Y., 2021. Dyslexia and self-development; a product for primary school classrooms to encourage social interaction with the intent of improving self-esteem. Proceedings of the Design Society (ICED 2021), 1, 1323 - 1332.

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Official URL: https://www.cambridge.org/core/journals/proceeding...

DOI: 10.1017/pds.2021.132

Abstract

With an ever-increasing body of primary school children and the degradation of mental health among young people, the development of a high self-esteem at a primary school level has been recognised as a huge driving force towards the wellbeing of the next generation. Although the poor mental health of young people in their teenage years is widely talked about and addressed, it is often missed that this stems from a much younger age. The people most likely to suffer with a lower self-esteem at a young age are those with a learning differences, weather mild, diagnosed or undiagnosed. This paper will explore how emerging cognitive differences, and positive social interaction can help steer a child’s self-development away from problems later in life such as anxiety and depression. Using these findings, a physical classroom-based game was conceived, designed and tested on the end users in the classroom environment.

Item Type:Article
Additional Information:ICED 2021 Conference webpage: https://iced.designsociety.org/30/Programme+of+events
Uncontrolled Keywords:Education; phychosocial; Inclusive design; Human behaviour in design; User centred design
Group:Faculty of Science & Technology
ID Code:35906
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:18 Aug 2021 11:31
Last Modified:18 Aug 2021 11:31

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