LAUSR

Since the early stages of schooling, many children are exposed to different learning disabilities, usually manifest as dyslexia, dysgraphia, and dyscalculia. Those disabilities impact on the normal academic achievement of the child and may even affect its social life. Learning disorders have neurobiological origins and are often inherited regardless of the geographical region or the socio-economic status. It should not be seen as physical disorders (visual or hearing handicaps or mental retardation). They are simply a different way of acquiring new knowledge and skills. Learning disabled children only require an early intervention, adjustments in the teaching process, and compensatory efficient strategies. They need more encounters with words and more practice and revision opportunities. For the reason to follow the normal academic achievement process, either manual or electronic tools have been introduced to help children with learning disabilities (LD). Our contribution is a set of games for children with dyslexia and dysgraphia. The games delicately target Arabic learning disabilities and lend a helping hand to the child with LD to overcome his/her reading and writing complications. This set of games is evaluated and tested by 46 pupils, aged from seven to nine years old, from whom 20 pupils are considered as individuals with learning problems in general and 5 students determined as dyslexics. The results statistically reflect the system’s efficiency and its distinctive role in improving the learning process.