DHTP Dissertation Proposal Part 2 & DISSERTATION TEMPLATE PART 2 & 3
Please save as a word.doc and change the title to your full name, e.g.: John Smith.doc – do not email the proposal without changing the file name. Copy Paste and Amend from your proposal part 1.
|Student Name||John P. O’Connor|
|Supervisor name||Jeanette Paul|
|Email address (Supervisor)||firstname.lastname@example.org|
|Date (update as you go)||13th March 2011|
Using the template
Enter your personal details in the box above. The email address will be used by your tutor and others to contact you. You must check this regularly for news on tutorial dates.
Read each heading carefully and type into the text box below.
Email your proposal to your supervisor and load it up on Safe Assignment of the VLE
Total final word count for Part 3: between 2000-2500 words (excluding bibliography).
Title (max 50 words)
This should give an outline of your research topic. If appropriate use a title and a subtitle. You need to get specific and refine the title to capture your research as best as possible.
|Dyslexia Vs. Design of The 21st Century. How can design adapt to cater for those affected?|
Summary (Stage 2 = max 1000 words, Stage 3 = 1500)
Here you should indicate what you already know about the topic. You should already have done some reading around it. Summarise this reading with regards to the research topic and describe the research area. This will provide the basis for a literature review.
|The international Dyslexia Association (IDA) definition is as follows:“ Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”
(The International Dyslexia Association, 2002)
There are different areas of the disability: There is the side that has difficulty with writing and reading and also dyscalculia. Sufferers of dyscalculia have problems with recognising numbers and get mixed up between number sequences like 95 and 59. Dyslexia is also linked with auditory processing disorders, where the sufferer might have difficulty comprehending more than one task at a time and has a stronger ability to learn visually.
Many people who suffer from dyslexia and are in education have help and special equipment available to them. Most of them are in the form of technology based equipment: talking calculators, books on tape, text to speech and speech to text programs, spell checkers, dictionaries. Alternatives are also available in the form of help from another human being. There are people that are available to support dyslexia sufferers. Assistants can be used as scribes, readers, proof readers and note takers.
In order to find out relevant answers to my research aims and question, I intend to use a combination of research methods. Having a range of aims covering diagnosing and designing for dyslexia, assessing excising designs and a collection of peoples experiences, I must use an appropriate means to get the best result for each topic. I will discuss what methods I propose to use and why I have chosen each.
I intend to firstly send out a questionnaire to a sample of participants in order to get a feel for the main issues and use this to then support the structure of an interview. Using a questionnaire will allow me to get an initial response from the likely people who my research might benefit and then allow me to be able to go into more depth by interviewing selected members of my questionnaire sample. Due to the guaranteed low rate of response from a questionnaire of around 10%, the questionnaire would have to be sent out very early on and to a large audience to allow the valuable feedback in order to advance with the progress. The questionnaire will cover the diagnosis of dyslexia and the experiences by user products and software. The questionnaire primary will be sent out to people who work for support groups, lecturers who have had to work with dyslexic students, people who are qualified to diagnose dyslexia itself and crucially, dyslexia students
In order to have a discussion about how dyslexia is diagnosed, I intend to interview professionals who diagnose the condition regularly, and who have the most experience possible, which is why I intend to interview people at The University of Dundee’s disability unit. It was there in 2007 that I hand first hand experience of the process commonly used to diagnose dyslexia. I also intend to have a discussion on a breakdown on each part of the process and how it actually determines an individual as being dyslexic. Moreover, I intend to question the staff at the disability unit to determine what level of continuity exists from diagnosis throughout the school stages. This will help me gain an insight towards diagnosis and support for dyslexic school pupils as the national curriculum changes and their education progresses.
As part of assessing products that already exists (for example the ‘Amazon Kindle’), I am proposing to have a conversation with a Master of Design student from Dundee, Emily L. Boyd. Emily, a dyslexic student herself, has done various jewellery pieces aimed at dyslexia suffers for her Masters. By having designed specifically for dyslexia suffers, she has been in both positions of designer and user. Through talking to Ms Boyd, I hope to find out some alternative ways of considering designing for dyslexia, as she designed jewellery, something I would not do. I hope to emulate her success, being in a similar position myself as both designer and user.
In conjunction with carrying out surveys and interviews, I intend to use literature to provide a theoretical background to my study in order to establish links between my proposal and what has already been studied. In order to do this, I will take into consideration government and local authority publications regarding the provision for helping those with dyslexia, as well as publications aimed at parents, teachers and dyslexics themselves.
Aims: Why are you doing this? (max 100 words)
These are a general statement on the intent or direction for the research – why are you doing this? Refer to theoretical aims and practical ones where relevant. For example: How might this improve your design practice? How does it contribute to the discourses within your discipline? Who else might benefit from your research? Is it aimed at an academic or a wider audience? What do you hope your research will achieve? State your aims concisely, perhaps using bullet points.
|The research will help deduce what is needed from a product for someone with these disabilities. A list of valid criteria will be produced, be developed and criticised by and with the help of existing products and artefacts to develop it fully so that one of the final outcome will be a well-defined list. The research will ideally be useful to students in education, schools and fellow Product Designers who have dyslexic stakeholders. An optimal outcome of this research will be that people look at learning disabilities in a different way.|
Objectives: What will you produce? (max 100 words)
Objectives are the things you will produce in doing the dissertation, e.g. a review of the relevant literature, a collection and discussion of people’s experiences/opinions, an assessment of a debate or collection of work etc.
Like your aims, these will help your tutor (and you) assess your success. They may change over time but aims and objectives are useful to keep you focussed. Again be concise here – you may want to use bullet points.
Keywords (min 5 and max 10)
This should be a list of key terms that help us see if you are aware of where your research ‘sits’. For example, if you are writing on depictions of women in advertising your list might include ‘gender, feminism, representation, advertising, semiotics’. Keywords will help you when doing electronic searched for research materials.
|Neuropsychologists, learning, diagnose, education, literacy, disability, dyslexia and dyscalculia.|
Expanded Bibliography (min of 24 books, articles, websites)
Place here alphabetically a list of materials which you intent to use for you dissertation. Format these according to the Harvard Method.
Please make sure you have critically assessed these as being appropriate for your topic and write a short paragraph for each one summarising the content and its relevance to your research area.
|Al-Wabil, A., Zaphiris, P. and Wilson, S., (2008). Dyslexia and web interaction: Seeing through dyslexics’ eyes (City University, London: March 2008) Lecture [Online] Available at: <http://www.slideshare.net/areejalwabil/inclusive-design-lecture> [Accessed 26 Nov 2010].– This lecture presentation looks at how the interaction of websites design have been affected and has many graphical source to demonstrate their findings, such as: the eye movement and ease of navigation.
BBC, (2005). Inside Out. [Online] Available at: <http://www.bbc.co.uk/insideout/southwest/series7/dyslexia-diagnosis.shtml>%5BAccessed 26 Nov 2010].
– This BBC article looks at the new way of testing for dyslexia offers hope for better diagnosis and has some interesting case studies, quotations and links.
Boyd, E., (2011). Emily L. J. Boyd – Contemporary Jeweller & Metalsmith. [Online] Available at: <http://www.emilyluciedesigns.daportfolio.com> [Accessed 2 March 2011].
– This website belongs to Emily Boyd a graduate of the Masters course at the University of Dundee. It has examples of her work and more importantly information on the Masters project on design for dyslexia sufferers.
CBBC, (2008). Dyslexia. [Online] Available at: <http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/tech/dyslexia/newsid_1747000/1747089.stm>%5BAccessed 26 Nov 2010].
– The website is interesting because it looks at dyslexia from a different view point and its aimed at children, to build their knowledge on the subject. It’s well written in a way that would help children understand the main points and the help they can get.
Concept Northern, (2011). Assistive Technology & Training Specialists. [Online] Available at: <http://www.conceptnorthern.co.uk> [Assessed 2 March 2011].
– Concept Northern work with students who apply for the ‘DSA’ – Disabled Students Allowance. They provide a wide range of assistive technology from a selection of manufacturers and resellers. They provide the training need to be able to use the equipment and software that they provide.
Cramerd, S. C., (1996). Learning Disabilities, Lifelong Issues. Paul H. Brookes Publishing Co, inc, Maryland.
– This book cover the serious issues that come with having a learning disability. The chapters in this book are necessary very different and reflect the diversity of the contributors, their disciplines and their perspectives.
Department for Education, (2011). Support and aspiration: A new approach to special educational needs and disability. [Online] Available at: <http://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf >[Assessed 10 March 2011].
– official government report detailing how parents and their children will be supported and assisted.
The Dyslexia Guide, (2011). Diagnosing Dyslexia. [Online] Available at: <http://www.ruleworks.co.uk/cgi-bin/TUfaq.exe?Guide=Dyslexia> [Assessed 10 March 2011].
– The dyslexia guide is a straight forward website that is easy to read and fallow. As well as talking about the diagnosis of dyslexia, it also provides information and advice.
Fereday, M., (2008). AlphaSmart Neo. Gadget Speak. [Online] Available at: <http://www.gadgetspeak.com/gadget/article.rhtm/754/544821/Neo_AlphaSmart.html> [Accessed 12 March 2011].
– A review of the Alphasmart Neo, a device used in schools by pupils with learning difficulties. I intend to use this as a comparison to the Amazon Kindle.
Goldie, S., (2011). How to: support dyslexic employees – spot the signs. HRZone. [Online] Available at: <http://www.hrzone.co.uk/topic/managing-people/how-support-dyslexic-employees-spot-signs/109782> [Accessed 12 March 2011].
– This article looks at how to recognise the signs of dyslexia and offers simple strategies which Human Resources can utilise to ensure they create a dyslexia-friendly workplace. I’m looking at how being dyslexic affects your employability.
Harris, J. R. and Turkington, C., (2003). Understanding Learning Disabilities. Checkmark Books, New York.
– This book has an extensive A-to-Z reference section, which discusses a wide range of topics, including diagnostic techniques, tools and aids, treatments and special programs, education, right and legal issues.
HM Inspectorate of Education, (2008), Education for learners with dyslexia. [Online] Available at: <http://www.ltscotland.org.uk/resources/e/educationforlearnerswithdyslexia.asp?strReferringChannel=supportinglearners&strReferringPageID=tcm:4-616498-64> [Accessed 12 March 2011].
– This published report talks about the quality of teaching and learning in the UK. This refers back to my aim of looking at the quality of education as the national curriculum changes.
Iansyst, (2010). Assistive Technology. [Online] Available at: <http://iansyst.com/what-we-do/6287/productsAccessed> [12 March 2011].
– Iansyst are suppliers of equipment and software for dyslexic students and also source training to users, teachers and staff.
The International Dyslexia Association, (2007). IDA Fact Sheets On Dyslexia and Related Language-Based Learning Differences. [Online] Available at: <http://www.interdys.org/FactSheets.htm> [Accessed 23 Nov 2010].
– This website consists of general information for Dyslexia, parents, educators/professionals, adults, college students.
National Health Service, (2010). Diagnosing dyslexia. [Online] Available at: <http://www.nhs.uk/Conditions/Dyslexia/Pages/Diagnosis.aspx> [Accessed 26 Nov 2010].
– This website represents the views of the NHS. It gives information on the diagnosis of dyslexia. This website would be one of the first ports of call for a parent in the UK who wanted to know more about the disability and who is interested in their child being tested.
Netmums, (2011). Special Needs Focus: Dyslexia. [Online] Available at: <http://www.netmums.com/support/Special_Needs_Focus_Dyslexia.725> [Assessed 10 March].
– Website that provide advice for parents and lists local support groups. I intend to contact support groups to see what kind of advice they actually give out to parents and see how that differs from teachers.
Pickering, S. and Thompson, J., (2001), Meeting the Health Needs of People who have a Learning Disability. Harcourt Publishers Limited, Orlando.
– This book doesn’t look directly at dyslexia but learning disabilities in general. It looks at the health of the sufferer, has examples of case studies and looks at the philosophy that people who have a learning disability have the right to be treated with the same respect as everyone else. This book could be referred to when comparing dyslexia to another learning disability.
Reid, G., (2009). Dyslexia. A Practitioners Handbook. Wiley-Blackwell, Chichester.
– This book has a broad view on dyslexia, teaching and learning methods. Gavin Reid has an expansive knowledge of the subject at hand.
Reilly, M. B., (2010), Design vs. Dyslexia: UC innovation promises new hope for children with dyslexia, EurekAlert! [Online] Available at: <www.eurekalert.org/pub_releases/2010-01/uoc-dvd012610.php> [Accessed 22 Nov 2010].
– This article talks about the development of a project by a design student, which aims to create a system to help children with learning difficulties with literacy. This article is relevant because it relates the design discipline back to dyslexia.
Roffey, S., (2001). Special Needs in the Early Years (Second Edition). David Fulton Publishers Ltd, London.
– This book covers the topic of dyslexia in the early years, which would be relevant for looking at dyslexia specifically in young children.
Smith, A., (2009). Teacher training to spot dyslexia, BBC News. [Online] Available at: <http://news.bbc.co.uk/1/hi/education/8109554.stm> [Accessed 26 Nov 2010].
– This article talks about the extra money given to education to help with the dyslexia and has some interesting and useful quotes. Some of the quotes maybe relevant to parts of my dissertation.
Techers.tv, (2006). Dyslexia Support. [Online] Available at: <http://www.teachers.tv/videos/dyslexia-support> [Assessed 2 March 2011].
– A series of online videos used by teachers to help understand with dyslexia is and how they can best be supported.
Topolsky, J., (2009). Amazon Kindle 2 review. Engadget. [Online] 26 Feb. Available at: <http://www.engadget.com/2009/02/26/amazon-kindle-2-review/> [Accessed 12 March 2011].
– A review on the Amazon Kindle. I intend to use this device as a good example as technology that can help dyslexics.
Vasagar, J., (2011). Parents to get budgets to spend on special needs children. The Guardian, [Online] 9 March. Available at: <http://www.guardian.co.uk/education/2011/mar/09/budgets-for-special-needs-children> [Assessed 10 March 2011].
– Details on how the government will provide assistance to the parents of children with learning disabilities.