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THE ROLE OF ASSISTIVE TECHNOLOGY AND INTERACTIVE
PLATFORMS IN SUPPORTING DYSLEXIC LEARNERS
Makhammadjonova Nilufar Muydinjon kizi
Student of Chirchik Pedogigical University
Abstract:
This paper discusses the role of assistive technology in supporting
students with reading disabilities. It highlights various tools, from simple low-tech
devices to advanced computer applications like text-to-speech and speech-to-text
software. The study emphasizes how assistive technology can enhance students’
learning experiences by helping them overcome difficulties and develop essential
skills. Additionally, the paper explores the importance of effectively integrating
technology into the classroom to avoid distractions and maximize learning outcomes.
Keywords:
assistive technology, reading disabilities, text-to-speech, speech-
to-text, computer-assisted instruction, learning support, educational technology,
inclusive education, digital learning tools, literacy development.
Аннотация:
В данной статье рассматривается роль ассистивных
технологий в поддержке учащихся с трудностями в чтении. Описываются
различные средства — от простых низкотехнологичных устройств до
современных компьютерных программ, таких как синтез речи и распознавание
речи. Исследование подчеркивает, как ассистивные технологии помогают
ученикам преодолевать трудности и развивать важные навыки. Также
отмечается важность правильного и эффективного внедрения технологий в
учебный процесс для повышения качества обучения.
Ключевые слова:
ассистивные технологии, трудности в чтении, синтез
речи, распознавание речи, компьютерное обучение, образовательные
технологии, инклюзивное образование, цифровые учебные средства, развитие
грамотности, поддержка обучения.
Anotatsiya:
Ushbu maqolada o‘quvchilarda o‘qish qobiliyatidagi
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cheklovlarni yengib o‘tishda yordam beruvchi assistiv texnologiyalarning o‘rni tahlil
qilinadi. Unda oddiy moslamalardan tortib zamonaviy matnni ovoz chiqarib o‘qish
va nutqni matnga aylantirish dasturlarigacha bo‘lgan vositalar haqida ma’lumot
beriladi. Tadqiqot assistiv texnologiyalar yordamida o‘quvchilarning bilim olish
jarayonini yengillashtirish va ularning asosiy ko‘nikmalarini rivojlantirish
imkoniyatlarini ko‘rsatadi. Shuningdek, texnologiyalarni dars jarayoniga to‘g‘ri va
samarali kiritishning ahamiyati ham yoritilgan.
Kalit so‘zlar:
assistiv texnologiya, o‘qishdagi cheklovlar, matnni ovoz
chiqarish, nutqni matnga aylantirish, kompyuterli ta’lim, ta’limiy texnologiya,
inklyuziv ta’lim, raqamli ta’lim vositalari, savodxonlikni rivojlantirish, o‘qishni
qo‘llab-quvvatlash
INTRODUCTION
Dyslexia is a common learning disability that affects a person’s ability to read.
Its symptoms usually include phonetic problems, writing difficulties, and visual
discomfort. These symptoms become more pronounced when children start school and
the focus is on reading and writing. These children are often accused of “not doing
well,” which can lead to low self-esteem. There are several types of dyslexia, such as
phonetic dyslexia and surface dyslexia. Children can have different forms of dyslexia,
but almost all of them have visual discomfort when reading text. The term “visual
discomfort” refers to the symptoms of hypersensitivity triggered by high visual
contrast or frequent flickering . This causes the text to appear blurry, blurry,
duplicated, or compressed. As a result, children are forced to read in a short period of
time. The main goal of this study is to understand the learning difficulties faced by
children with dyslexia and to find effective methods that make learning fun and easy
for them. Mobile games which are related to education can be a good tool for this .
MAIN BODY
Games developed based on these rules have shown positive results in the
learning process of children. However, the game only introduces children to letters,
but does not allow them to learn new words to increase their vocabulary. If this game
also included a section for learning and forming new words from the collected letters,
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it would make reading the text easier for children. During the study, it was emphasized
that the application interface should avoid overloading with menus and tasks, not
using incomprehensible terms, and the texts should be simple and easy to recognize.
Unfortunately, there has been little research on creating games for children with
special needs. Therefore, this study proposes the development of a two-dimensional
digital educational game application for primary school students with dyslexia. In
addition, there are several types of game-based learning techniques: kinetic games,
digital or electronic games, and traditional (analog) games. According to the results
of the study, all of these methods had a positive impact on the learning process of
children with learning disabilities such as dyslexia and attention deficit hyperactivity
disorder. Teachers were able to increase children's self-confidence, attract their
attention, and increase their interest in lessons with the help of these methods.
However, in order to effectively use these methods, teachers need to have sufficient
knowledge and skills in creating games and adapting them to the learning needs of
children.
Otherwise, such methods can create additional problems for teachers. As a
result, it was shown that although children with dyslexia develop reading skills with
the help of games, they are not yet able to fully apply these new reading skills to other
learning processes, such as writing and spelling. The results of the study showed that
there are five main methods for improving the effectiveness of digital game-based
learning (DGBL). These include: providing a meaningful interactive game
environment for players, adding immersive details to the game design and process,
creating customized problem tasks and tasks to be solved in the game, providing
opportunities for independent research and investigation within the game, and
collecting player feedback. The effectiveness of these methods was found to depend
on the available resources, the subject area, and the goals and interests of the students.
The successful application of these approaches allows for the generation of useful
ideas for the development of future DGBL projects.
As part of the study, specific elements for a mobile game-based learning
system were selected and developed, and the improvement in the learning process
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among respondents who tested this game was analyzed. The results of the study show
that the following elements are important for making the game more effective: game
plot, points and reward system, clear tasks and goals, a system of stages, instant
feedback in the game, and an achievement system. The introduction of these elements
has shown that the effectiveness of learning through games in children with dyslexia
has increased. These findings may be useful for future researchers and for the
development of new games. In addition, during the study, five serious games were
developed for children with specific learning disabilities (SpLD), including dyslexia,
and they were used to create comprehensive training materials for different types of
SpLD. The study also aimed to assess the comfort and acceptance of children and
educators in using the technology, as well as to test the methodology for adjusting the
level of adaptive difficulty. Based on the results of the study, a prototype of a new
mobile application for children with dyslexia was proposed, which was determined to
provide immediate feedback to both children and teachers and technicians supporting
them.
Other studies have suggested the following methods for effective games:
1.
Using the Open Dyslexic font, which is suitable for dyslexia;
2.
Creating a simple and convenient game layout;
3.
Using short, simple and clear texts;
4.
Choosing appropriate writing formats - 12 or 14 pt and dark fonts.
The games developed by implementing these methods have been observed to
have a positive effect on the learning process. It was noted that phonological and
attention-focused exercises will also be useful for children, experienced teachers and
dyslexia centers. All children participating in the study were diagnosed with dyslexia
by specialists and speech therapists, and their condition was found to be mild. At the
same time, parents recognized digital learning tools as an effective way to engage and
motivate children to learn. Another study tested an app for children with dyslexia
based on specific analytical data collected during the development of a mobile app.
As a result, the app helped children reduce distractions in the learning process and
help them be more attentive and active. This proved that digital games and mobile
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apps have great potential to support children's learning. Another study recommended
the development of a digital game project called FunLexia, in collaboration with
specialist speech therapists. This game is designed to help children learn letters in their
native language and learn to read.
CONCLUSION
In conclusion, it can be said that assistive technologies are of great
importance in developing students' reading and writing skills, simplifying the
process of acquiring knowledge, and ensuring social integration in the educational
environment. Therefore, the widespread introduction of these technologies in
classrooms, their effective use, and their proper integration into the educational
process through teacher training are important tasks for future education.
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