Fostering Inclusive Learning for Children with Dyslexia in Europe by Providing Easy-to-Use Virtual and/or Augmented Reality Tools and Guidelines (FORDYSVAR)
ERASMUS+KA2. Strategic Partnership School Education
Sonia Rodríguez Cano
Universidad de Burgos
- Asociatia Bucuresti Pentru Copii Dislexici. Bucarest. Bulgaria
- IRCCS - Associazione La Nostra Famiglia 'Istituto Scientifico Eugenio
- MEDEA'. Ponte Lambro. Italia. Italy
- Augmented Reality Software. Salamanca. Spain. España
- Senior Europa Sociedad Limitada. Valencia. España. Spain
36 months (01/09/2018 -31/08/2021)
FORDYS-VAR aims to improve the quality of student life of school children with dyslexia thanks to:
- The creation of VR and AR materials for the treatment of dyslexia in school children and of a guide with materials aimed at dyslexia issues (good practices in this field, methodological guidelines and OER (open educational resources).
- The creation of an eBook for families, associations of relatives with dyslexia or/and policymakers to have access to a repository of materials and information about this disorder.
- The creation of a white paper that will contain scientific information about the needs of children with dyslexia and the different approaches to treatment used in the EU.
In this way, school children with dyslexia will have a greater integration that will lead to improvement in the accessibility of the work/university world. Teachers can count on an important set of materials adapted to the group, their interests, and their needs, improving the quality of their lives during their school period, reducing frustration and low self-esteem in these minors. In addition, it will empower teachers and education professionals in this group and enhance their skills and competencies in the field. Moreover, it will give family members the guidelines for the detection of the first symptoms by empowering them, generating a better wellbeing in the family and reducing stress, since the factor of accessing to effective material for these children will allow families to adopt an effective strategy, promoting a better adaptation to the difficulties of the children. Emphasis will be placed on those related to the use of VR and other technologies, based on pedagogical and scientific principles, giving greater visibility to the problem to support and encourage aid for this group. From the point of view of IT development, the incorporation of school children with dyslexia to the network can open up a wide field of new needs and market possibilities for IT development companies, especially in the field of socio-health assistance; pedagogical; didactic.
Thanks to the consortium formed by 5 participants from Spain, Italy, and Romania with experience in teaching through ICT, with knowledge in current technologies of AR and VR and experience in the field of dyslexia, the mentioned aspects will be achieved, being the FORDYS-VAR project a success.