DYSLEXIA LEARNING CENTRE
ABSTRACT
Dyslexia is not a pathological disease. Typically people understand children with dyslexia are having a problem that involves difficulty in reading, writing, listening and speaking. Still, many researchers (observation) found out dyslexia and intelligence are not connected, only that people with dyslexia learn better once they are teaching in their preferred learning style.
A misinterpretation on dyslexia from a teacher, parents and the Government of Malaysia make this fundamental issue worst because of this lead to an emotional experience impact among student with dyslexia. They believe these children are spoiled, stupid, careless and lazy to learn. Therefore, children with dyslexia developed self-esteem, anger, behavioural problems and demotivated in the learning environment.
This research aim is to investigate architecture requirements for the behavioural character associated with difficulty dyslexia facing in the learning environment and to study the current sensory design for an architecture impact in the Malaysia learning environment. Then this study recommends the best sensory design for an architecture visual impact that can approach in motivating the development of children with dyslexia in the learning environment.
The result will contribute to a better understanding of how an architecture design and spatial configuration can guide the development to decreased demotivated among dyslexic children based on the theory of learning for dyslexic children from Persatuan Dyslexia Malaysia, Mylexic. The recommendations are expected to be benefits for an architect, interior designers, researchers and department from Minister of Education Malaysia to stay relevant. This will improve to support demotivated dyslexic children improve their self-esteem and overcome their emotional, behavioural problems.
PRESENTATION BOARD
THE IDEA'S
ARE YOU DYSLEXIC ?
WHO ARE DYSLEXIC PEOPLE..?
Dyslexic people are highly creative, intuitive, and excel at three-dimensional problem solving and hands-on learning. Our visual and holistic learning style means that we learn best through the creative process, with methods that focus on mastery of the meanings of words and symbols. So it is not a learning difficulty it is merely a different way of learning.
INTERIM CRIT 1
Ar Kalsom
1.0 Comments
1. Space planning is too dull doesn't reflect the idea of the research.
2. Need to improve the explanation in design strategies to show the idea of the project.
3. Furniture is basic layout design.
4. The plan doesn't show any quality space planning.
5. Need to develop more about the space program complexity.
2.0 Premise of comments
The space planning is to straight forward without reflecting the criteria of dyslexia at all. The Panel advised me to think about what is the best way to interpret the behaviour of dyslexia into an architecture space.
The presentation board didn't show a good explanation of the design idea. The Panel explained there is an advantage when people already understand and can read the presentation board very well.
Quality space planning can be learned by exploring the design of the existing dyslexia school or centre. But there is still no proper built dyslexia centre in the world, so I need to crack the code without any reference. The existing dyslexia centre in Malaysia is they rent out a bungalow and turn it into the centre.
The programme is not well refined, and the panel feels the character of dyslexia is still weak in the idea development the learning centre.
3.0 Conclusion
The comment shows that there is still a lack of interpretation of the ideas into the building even though the research is doing very well before. Lack of space quality make the building look really dull, and didnt reflect at all the behaviour and the character of dyslexia. It is a good explanation by the panel on understanding space quality.
4.0 Response
Even though there is no proper well-designed dyslexia centre around the world, but an exploration of the idea and understanding of sensory design element can be done by study the learning disabilities school.
INTERIM CRIT 2
PROF CHEAH KOK MING - National University of Singapore
1.0 Comments
1. Need to define more about the pedagogy of learning for dyslexia children.
2. Look into an idea to connect the school with the community by having shared space like the hall, gymnasium.
3. Study and find the best commonplaces that the public can share.
4. Create a green building that is also an awareness for the student to learn about the environment.
5. Make every space in the building as a classroom. Indoor and Outdoor.
6. Define more spaces to describe mild and severe dyslexia.
7. Create spaces that dyslexic children feel more save and enjoy for their activity at the school.
8. What are the sensory spaces that can be provided in the learning environment for dyslexic children?
2.0 Premise of comments
Prof explained in doing design for education; there are essential to understand the learning pedagogy. There is a need to find what is the best pedagogy for dyslexia, and this will give a fresh idea to design the learning environment for dyslexia.
According to the panel, indications regarding the zoning, spaces and the sensory design element did not seem appropriately planned, and this doesn't reflect at all about dyslexia. Prof asks to look into the Precedent studies school design in Finland and Denmark to understand more how the pedagogy in learning and study how the architect implements the idea into creating a good learning environment for the children.
3.0 Conclusion
Its look like the building still struggles to translate the behaviour and the character of dyslexia into the spaces needed for the learning environment. There no connection at all between the design of each space. No transaction spaces shared space and flexibility spaces implement, connecting physically and virtually.
4.0 Response
There is a need to do more precedent studies to understand deeply about the quality spaces need for learning environment.
INTERIM CRIT 3
Ar Azman
1.0 Comments
1. The design feels too institutionalised
2. not an inspiring scheme
3. The design generator should be the treatment method and strategies for dyslexia formulated by a specialist in this area..and .not guesswork by the architect.
4. References and studies should relate to local experiences.
2.0 Premise of comments
The panel feels there are no exciting spaces the reflect the character of the dyslexia children. There is still a lack of design interaction between every space. The narration of the site selection needs to be improved to justify the site selection is the best location for the project.
The understanding of the learning pedagogy required because the panel feels the pedagogy is not valid because no reference provided. There is a need to study more about the inclusive design and implementation of tropical design for learning environments. There is a lot to redevelop in design to produce a good design in the final presentation.
3.0 Conclusion
There is still a lack in the narration and translation design from concept into the building. The comment by the panel is considered valid because no reference was given during the presentation, and this makes the panel misunderstanding. Well, the proper and organized board needed so they can easily translate the design idea. The comment by the panel is considered valid as it was an informative comment to achieve a good form and design, especially for a tropical country.
4.0 Response
Need to spend more time in redeveloping the pedagogy into the design. Need to develop more bout the sensory element into the building. Every reference and source need to be clear to avoid misunderstanding the design in the future.
ARCHITECT
I was called stupid. Not only could I not read but I couldn’t memorize my school work. I was always at the bottom of the class. I became very depressed.
— Richard Roger