Initiative for Dyslexia Augmented Reality Campaign Awareness
Description
The objectives are: 1. To clearly define the dyslexia condition which afflicted of learning students among parents and educators in education sectors in Malaysia. 2. To create awareness among Malaysian in the importance of learning challenges and key influence on changes for education methodology of education.
1. Development of the visual narratives of dyslexia through graphic novel and short stories (3 months)<br />
2. Development of the application to accommodate the formation of the book. (3 months)<br />
3. Disseminate the awareness through actual on-the-ground campaigns. Workshops, seminars, and gamifications occurs in the process (1-year)
1. The UCSI University through the De Institute of Creative Arts & Design (ICAD), is the educational institution who provide the expertise in innovating the application of the visual illustration into the levels of dyslexia (entitled as BOOX) and promoting the empathetic awareness to the parents and educators in the difficulties that students are facing dyslexia.<br />
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ICAD acted as the main initiator responsible in conducting the initiatives, together with Universitas Multimedia Nusantara of Indonesia (UMN), the Persatuan Dyslexia Malaysia, the Elite Tutors Indonesia, and the Idrissi International Islamic School. <br />
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2. The Persatuan Dyslexia Malaysia (PDM), and the Elite Tutors of Jakarta Indonesia (DSI) will provide data and information regarding to the dyslexia afflicted conditions that is the current challenges faced not only by the students, but to the stakeholders such as educators and the afflicted parents. <br />
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DSI's and the PDM data shows that the cases of dyslexia afflicted learners are often left unattended and unsupported to their learning difficulties. Delayed treatment will develop much more severe learning conditions which the learners will face difficulties in calculation and coordinations. Hence the crucial efforts must be done in order to raise the awareness of the learning difficulties through the recognition in the types and levels of dyslexia.<br />
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3. The Idrissi International School located in Setia Alam, Shah Alam, Selangor, Malaysia is a school which has the holistic practise for the teaching through centralising in learning through memorising and repetitive structure of learning through character visual stimulation. The introduction of BOOX in the school, aim to promote a stimulating visual process of creating the dyslexia awareness that will need to trajectory of the project forward, thus would popularize the necessary platform to other learning institutions.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Khairul Azril Ismail, Asst. Prof. Dr.