Abstract
Illustrated children’s books have long been effective tools used to communicate complex socio-cultural concepts, experiences visual narrative. In an increasingly visually mediated world early intervention and understanding around inclusive learning styles, diversity, and equity is an important widespread focus for the 20th Century. This paper synthesises the effective relationship between typography, layout, illustration, and moveables as accessible devices in the production of books for children with dyslexia. Integrating a user-centred design approach to movables, and visual communication, a case study of practice-based research highlights the importance of accessible consideration. It explores the ability of the designer to synthesise the experience, information, resources and sensibilities of dyslexia in image and text. Movable books allow children to remain engaged and utilises different areas of the brain. Children with dyslexia require that multisensory experience, and the design process and consideration of visual accessibility improves equitable access to learning.
Presenters
Elisabeth ArnoldStudent, Visual Communication, University of Newcastle, Australia Ari Chand
Lecturer in Illustration/Animation, UniSA Creative, University of South Australia, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Children's book illustration, Practice-based research, Accessibility, Dyslexia
