Dyslexia Uncovered

dys-lexia

UN

covered

PROCESS DOCUMENTATION – No Logo Branding

Ritika Srikumar Srishti Institute of Art, Design & Technology

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Design Brief A brand is more than just a commercial undertaking. Today, a service, a craft, a process, a way of doing things, or even a person can become a brand. Social causes, NGOs, colleges and schools, rock and roll bands and individuals all become brands. This project will question the theories and practices of branding. Students will be encouraged to research and study the principles of branding and strategic thinking and then build on this understanding and knowledge to define new strategies and processes to impact consumers through social and cultural spaces, products, digital media, different sorts of services.

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Research and Analysis PHASE 1

Table of Contents

i. Online Research ii. Field Research iii. Target Audience iv. Insights

Brand Development

Design Proposal i. Position ii. Approach

i. Functional and Emotional Space

iii. Resources

ii. Partners and Resources

iv. Review

iii. Values iv. Brand Essence v. Dyslexia as an Entity vi. Value Proposition

Final Result i. Journey Maps

Research and Analysis

ii. System Map

PHASE 2

Idea Generation iii. Propose Interventions

i. Data Visualisation ii. Posters iii. Brochure: Dyslexia Uncovered iv. Brochure: Guidelines

iv. Final Idea

i. Type Study

Visual Explorations

ii. Colour Palette iii. Mood boards iv. Illustration Styles v. Prototypes

Final Execution i. Outline, Content ii. Layout iii Logo iv. Visual Language v. Illustration

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Reflections i. Reflection Statement ii. Acknowledgments iii. Bibliography

Page

Contents Design Brief

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Research and Analysis Phase 1

06

Brand Development

32

Design Proposal

45

Research and Analysis Phase 2

52

Idea Generation

64

Visual Explorations

84

Final Execution

100

Final Result

120

Reflections

168

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Research and Analysis PHASE 1 i. Online Research ii. Field Research iii. Target Audience iv. Insights

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ONLINE RESEARCH The first phase of research started with understanding the basic concepts about learning difficulties, specifically dyslexia.

As we had very limited knowledge about dyslexia, it was essential for us to first understand what dyslexia was, how it occurs, its effects and severity. I looked into various viewpoints about learning difficulties, the types and effects of dyslexia, the positive aspects of dyslexia and current work being done to tackle the stigma associated with it.

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Dyslexia?

A learning disorder characterised by diff iculty in reading.

Dyslexia is the most common learning difficulty.

One in five people could have dyslexia.

It is the difficulty in the use and processing of linguistic and symbolic codes.

It is a lifelong condition, it cannot be outgrown. But it can be managed.

Dyslexia is most often associated with mental retardation. On the contrary, dyslexia is not related to intelligence.

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Problems associated with dyslexia

Understanding text Connecting letters to sounds Reading fluently Recognising ‘sight’ words

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Positive aspects of dyslexia People with dyslexia often enjoy and excel at solving puzzles.

They have excellent comprehension of the stories read or told them.

They often have a better sense of spatial relationships and better use of their right brain.

They have excellent thinking skills in the areas of conceptualization, reason, imagination, and abstraction.

They have a strong ability to see concepts with a “big picture� perspective.

They tend to be more curious, creative, and intuitive than average.

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PRIMARY RESEARCH Following our initial research, we mapped out various educational institutions, diagnostic centres and hospitals we could visit in Bangalore that work with specific learning difficulties. We conducted interviews with the doctors, teachers, psychiatrists and observed and interacted with children with various learning difficulties.

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Aurinko Academy Aurinko Academy is an alternative school in Bangalore. It aims at providing a learning environment for children where their core is safeguarded, strengthened and perfected.

The school believes in learning by experience rather than the typical text book learning method practiced in most schools.

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Learning through experience

Aurinko has a conducive environment where the teachers facilitate unstructured child-led learning possibilities under the broad framework of their structured curriculum.

Interview with Anoop Keni, Director

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The Brindavan Education Trust is an independent, educational centre dedicated to teaching children with Specific Learning Difficulties.

They offer structured learning programmes across a number of areas, following the NIOS syllabus.

The centre offers a co-educational day programme for children between 9 and 18 years of age.

Brindavan Education Trust Interview with Rajani Padmanabhan, Counsellor

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Vimarsha Charitable Trust Vimarsha Charitable Trust provides support to students of all ages who are not able to cope in the mainstream schools. They provide assistance for SSLC and NIOS exams.

Students learn basics of computers, Interview with Janhavi Lakshminarayan, Trustee

functional academics, life skills and basic english. They also encourage students to pick up hobbies such as making paper bags, notebooks etc.

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Bellaku School for Special Children Belakku looks after the special needs of children and make them self-sufficient at day-to-day activities. They provide various programmes and services which includes play therapy, academics for slow learner and learning disability, behaviour modification, speech therapy, physiotherapy, occupational therapy, special education, music therapy, psycho-education assessments, family counselling, vocational and skill training.

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Mallya Aditi International School

Mallya Aditi International School

difficulties at different stages of

is one of the leading schools

schooling. Children identified

in the country. The school

with learning difficulties are

focuses on supporting and

given assistance within their

motivating each individual’s

class through alternate teaching

interests and dreams within

techniques. If required, they

the community. The school has

are also counselled after class

a team of special educators

and given special individual

trained to identify, diagnose and

attention in their learning centre.

support children with learning

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Out Patient Department

National Institute of Mental Health and Neurosciences

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The National Institute of

books on specific learning

Mental health and Neuro

difficulties and published

sciences in Bangalore is the

various research papers on the

primary diagnostic centre

same. Dr. Uma introduced us

for learning difficulties

to various concepts pertaining

recommended by most boards

to learning and language

of education. During our visit

difficulties, causes for poor

to the out patient department

academic performance,

of the hospital, we interviewed

effects of medium and

Dr. Uma Hirisave, Professor of

quality of education on a

Clinical Psychology and Head

child, current perceptions of

of the Child and Psychiatry

learning difficulties and the

Department. Dr. Uma manages

current state of education and

the department that deals with

accommodations provided

identification and treatment

by the government and

for learning difficulties and

schools board for children

other mental issues. She

suffering from dyslexia or

has contributed to several

other learning difficulties.

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TARGET AUDIENCE

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Based on the primary and secondary research conducted, we developed ten distinct personalities to map out our target audience. The personas include people diagnosed with dyslexia, or people associated with a diagnosed dyslexicacross all ages and income groups. The following are brief summaries of all the user personas created.

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Peers

TARGET

Parents

People

diagnosed

Society

with dyslexia

Teachers

Employers

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Alia Sen Alia is a thirteen year old girl who belongs to a conventional middle class family in Kolkata, India. Her younger sibling, Anya has been diagnosed with dyslexia. Although Alia supports her sister, she is not allowed to talk about her sister’s diagnosis to anyone.

Anish Roy Anish is a forty seven year old businessman.

His nephew has dyslexia but he has no knowledge of learning difficulties. His idea of an intelligent kid is the one who scores the highest marks in school.

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Janaki Nagarajan Janaki is a thirty-two year old primary school teacher. She teaches english in a low income group school. Although she is aware that some of her students might have learning difficulties, she can’t give them more attention due to the lack of time and overcrowded classrooms.

Manjeet Kaur Sixty-eight year old Manjeet Kaur has a seven year old grand-daughter who is an undiagnosed dyslexic. She takes care of her as her parents have hectic schedules.

She feels ashamed and helpless as she doesn’t know how to help the child.

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Namrata Singh Namrata is a high school psychology teacher and counsellor. Prior to this, she had worked in a hospital where she helped disabled children.

She helps children with learning difficulties in the school by identifying their difficulty.

Priyanka Mehra Priyanka is a middle aged tuition teacher.

She tutors her neighbour’s son Roshan, who has dyslexia. She is not sure if he has a learning difficulty, so she assumes he is ‘dumb’ and ‘stupid’ and tells her friends about her neighbour’s unfortunate situation.

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Rhea Kapoor Rhea Kapoor is a twenty six year old boutique owner. She found out she had dyslexia when she was nine years old. Having been enrolled in an inclusive school, she was given adequate support to succeed.

Sonu Bahadur Sonu is a seventeen year old student who belongs to a lower income group. He has no knowledge of learning difficulties. He bullies people who suffer from different difficulties as a way to vent his frustration of living a tough, congested life.

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Uma Devi Uma is a thirty two year old lady who works as a house help. She had to pull her son out of school so that he could contribute to the family income by getting a job. She believes that government school education is inferior and her son would be wasting time attending school.

Vyshak Yadav Vyshak is a nineteen year old middle class student who is an undiagnosed dyslexic.

He had a lot of difficulty in school, and was brutally punished for his poor performance.

He portrays himself as rough and cold to shield his fears and insecurities.

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Most people cannot look beyond the ‘illness’

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INSIGHTS The education system is characterised by a lack of infrastructure People in India value education, they see it as an investment People with dyslexia are stereotyped negatively and this limits their opportunities Social stigma with being unable to read is of great concern in India Many schools are focused on producing academically brilliant students and would like to get rid of below average students or students with learning difficulties

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Brand Development i. Functional and Emotional Space ii. Partners and Resources iii. Values iv. Brand Essence v. Dyslexia as an Entity vi. Value Proposition

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PARTNERS • Special education teachers • Counsellors • Institutions • Diagnostic clinics • Psychiatrists and psychologists • Support groups • Creative groups • Social groups • Parent groups

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RESOURCES

Government involvement and aid

Online Resources

Boards of Education allow

Educational tools

various accommodations

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VALUES After we compiled all our research, we brainstormed all the characteristics, participants involved, and purpose of our brand as a group. We listed down

the

demanded

various and

values

associated

within the brand which include externally demanded values, internally generated values and traditional values.

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Externally Demanded Values Creativity

Spatial cognition

Right-brain performance:

Visualization

Intuitiveness

Story-telling skills

Inventiveness

Normalcy

Innovativeness

Acceptance

Different perspectives

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Internally Generated Values A feeling of inadequacy

Expressiveness

Helplessness

Creativity

Shame and embarrassment

Sublimation

Anger, hatred Loneliness Secretiveness

Traditional Values Curiosity Innovativeness Experimentation Exploring human potential

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Creativity

CORE VALUES

Human Potential Coping Mechanisms

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BRAND ESSENCE

Disguised Genius

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DYSLEXIA AS AN ENTITY Visualising dyslexia as a person, we

• Always positive

listed down various characteristics

• An element of surprise

attributed to the brand, that could

• Persistent

be associated with a person. We

• Imaginative

connected the characteristics listed

• Curiosity

to those of Walt Disney, who was a

• Altered perceptions

known dyslexic who fought against all odds to spread positivity and joy around the world.

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Functional Utility Cannot read, but can see larger patterns and alter perceptions

Emotional Benefit I feel greatly changed/ elated to have discovered my own/ my child’s/ my student’s unique strengths

POSITIONING STATEMENT A diagnosis of dyslexia is actually a signal that you/your child/your student has a genius that you must discover.

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Diagnosed with dyslexia?

You have a gift waiting to be opened.

DESIRED CONSUMER REACTION

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Design Proposal i. Position ii. Approach iii. Resources iv. Review

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POSITION

person that hinders his ability

As a visual communication design

thought process that allows

student, my focus would be to

him to have far better creative

create awareness and initiate

skills than most others.

to read and write, is the same

action towards understanding, assisting and promoting a positive

However, the positive

outlook towards dyslexia and

characteristics of dyslexics are

developing better education

barely known to many. Our

tools for them to learn and work

education system has laid a lot

efficiently. From our research,

of stress on the ability to read

it was evident that the most

and write, making any child less

common misconception about

proficient in them labelled as

dyslexics is that they have inferior

“lazy” or “stupid”. We do not

intelligence and are less capable

criticize a child based on his

in comparison to a typical child.

lack of interest or competency

Through my work, I would like to

in other fields such as sport,

divert the current understanding

music, drawing, etc. The biggest

to the more positive aspects of

problem dyslexics face is the

dyslexia. It is believed that the

scorn associated with it.

thought process of a dyslexic

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A lot of designers around the world have

proposition and brand essence developed

developed campaigns to create a wider

within the group, I identified an individual

understanding of learning difficulties.

position for myself within the brand that

All the projects have been developed

I could take forward for my project.

by designers who have tackled dyslexia

Using the conceptual and technical skill

themselves. While their work has helped

sets I have acquired over the years at

create awareness about dyslexia globally,

Srishti, I would look at developing a

it doesn’t tackle the issue of the shame

system to assist parents and teachers

associated with dyslexia in our society

to provide emotional and educational

and the reluctance to accept it people

support to young dyslexic children.

with this disability. From the values, 47

APPROACH After conducting our first phase of

positive, supportive and encouraging

research and analysis, I noticed a huge

environment for dyslexic children to

gap of knowledge about learning

learn, play and develop holistically.

disabilities in teachers and parents.

There are already certain set routes

When diagnosed with dyslexia, parents

followed by parents after a child is

and teachers of the dyslexic child would

diagnosed with dyslexia. I propose

act as their emotional backbone, to

to tailor this route to the Indian

help him cope with dyslexia and push

context so that I can make parents,

forward and succeed beyond it. Through

the children and other stakeholders

this project, my aim is to promote a

grasp the idea of ‘hidden genius’.

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Following our brand ideals, I would like to brand this route and map out an experience/ system that parents would follow after their child has been diagnosed with dyslexia. I would need to identify important areas of need or difficulty faced

To tailor and brand a comprehensive system for parents to tackle the stigma associated with learning disabilities and to help unravel the ‘genius’ within each child.

by parents and then design a system that would involve touch

Further, I would develop

points of interaction between

interventions that would support

teachers, parents, counsellors,

this system and help connect key

special educators- keeping in

participants in the child’s learning

mind a range of income groups.

process. They would be designed

As dyslexia is prevalent in all

to actively involve both parents

classes of society, it is essential

and teachers so they have a

to accommodate their varying

better understanding of the

needs within this system.

child’s strengths and weaknesses.

These interventions maybe in the form of interactive education tools, resource manuals, talent kits, discussion forums.

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RESOURCES ‘No Logo Branding’ poses an

elements such typography and

interesting challenge for me as a

imagery to be thought about

visual communication student as

in a different light. Unlike us,

it aims to look beyond elements

dyslexics look, understand and

of design such as typography,

interpret letters and symbols very

layout and colour. Studying

differently. This would require a

brand development and strategy

lot of engagement with dyslexic

design through books, videos

children as well as teachers to

and case studies has broadened

understand various mediums that

my understanding of branding.

they work with, and how each

At the same time, working with

of them affects their learning.

dyslexia requires basic design

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REVIEW I For the first seminar, I presented my research, insights and initial proposal. The following is the feedback I received during my seminar: Focus on branding the existing system rather than attempting to conceptualise a new one Narrow approach to focus on branding only one or two touch points Be mindful of time constraints

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Research and Analysis PHASE 2 i. Existing work ii. Typography and Dyslexia iii. Field Visit iv. Insights

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REFERENCE: EXISTING WORK A lot of designers around the world have developed campaigns to create a wider understanding of learning difficulties. Daniel Britton, a graphic designer based in the UK created a typeface to mimic the experience of reading with dyslexia. Sam Barclay created a typographic book creating awareness about dyslexia using different letter treatments to express his feelings about being dyslexic.

Where as, ‘Dyslexie’ is a typeface created by Dutch designer Christian Boer to make it easier for dyslexics to read by increasing emphasis on the parts of the letters that make them different from each other.

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All these projects have been developed by designers who have tackled dyslexia themselves. While their work has helped create awareness about dyslexia globally, it doesn’t tackle the issue of the shame associated with dyslexia in our society and the reluctance to accept it people with this disability.

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TYPOGRAPHY AND DYSLEXIA I looked into how typography affects people with dyslexia so I could apply it to my project.

I did my research to find out how various typefaces and affects readability in terms of scale, weight, colour, decoration and form.

People with dyslexia prefer words more widely spaced. They find it easier to read words that are not tightly kerned. For example, the word ‘letter’ is harder to read than ‘spacing’.

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Larger type size

They prefer reading with larger text size. Body copy type size should ideally not go below 12 point for dyslexia friendly reading material.

Black text on white paper can be too stark a contrast and may distract people with dyslexia.

Coloured backgrounds help reduce the contrast.

italic UPPERCASE

As lower case letters have more

bold

distinct shapes than upper case, people with dyslexia can

lowercase

differentiate letters easier.

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FIELD VISIT National Institute of Mental Health and Neuro sciences In order to have a clearer picture of dyslexia in the Indian context, I requested to revisit the National Institute of Mental Health and Neuro sciences in Bangalore. I studied the hospital with more depth through observation and interviews with the doctors. I discussed various issues concerning learning difficulties in India, the stigma associated with it as well as diagnostic and counselling procedures within the hospital. To understand the mindset and emotional state of children and parents visiting, I observed the waiting area for several hours and talked to the psychologists about the current perception of learning difficulties amongst various classes of society. The following are some observations and insights gathered from the study:

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Waiting Area 59

Gloomy corridors

Doodles on the walls

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Doctor’s office/ testing centre 61

Existing signage, posters

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COLLABORATION Based on my observations, I

but it was not made available

pitched my idea to Dr. Uma H

for people. I proposed to create

at Nimhans. Dr. Uma is a clinical

various forms of data visualisation

psychologist and the head of the

to inform parents and children

child and adolescent psychiatry

about learning difficulties as they

department. From the interviews

have the content and I have the

conducted with her before, I found

skills to present this content.

that there was a lot of information

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Idea Generation i. Journey Maps ii. System Map iii. Proposed Interventions iv. Final Idea v. Concept vi. Theme

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IDEA GENERATION Following the feedback from the first seminar, I began brainstorming ideas using two approaches. First, I mapped out the system followed by mapping out the journey of a child with dyslexia, his parents and his teacher based on my research. I then brainstormed ideas for the touch points identified using mind maps.

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JOURNEY MAP Child diagnosed with dyslexia

1. Classroom:

2. Parents question

3. Teachers asks him why

difficulty to keep up

his poor performance

he doesn’t pay attention,

with most subjects

in his exams

finish his work on time

4. He is taken to the

5. The doctor gives

6. The doctor explains his

hospital to get tested

him some tests and

learning difficulty- first to his

exercises to do

parents and then to him.

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7. Parents come with

8. His teacher tries to

9. He stays back after

him to school to talk

help him with his

school to catch up with

to his teacher

studies in class

school work

10. His parents get him

11. He meets the school

12. Once he gets older, he

a tutor to help him over

counsellor from time

gets special accomodations

the weekend

to time to check on his

for his exams (extra time,

emotional well-being

language exemptions)

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JOURNEY MAP Parents of child with dyslexia

1. Parents called to

2. They question their

3. Parents are advised

school to discuss their

child about his lack of

by the school to get

child’s poor performance

interest and poor grades

their child tested for learning disabilities

in his exams

4. Parents take him to the

5. Nimhans Waiting

6. The doctor explains the

hospital to get tested

Room

child’s learning difficulty to the parents and child.

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7. They find it difficult

8. Parent’s research

9. They to try to explain as

to understand why their

online about dyslexia

much as they know about

child has this difficulty,

as they have no prior

dyslexia to their child

and blame each other

knowledge of LD’s

10. His parents get him

11. They take him to

12. They apply for special

a tutor to help him over

the counsellor when

accomodations for his exams

the weekend

they feel like they dont know how to help

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JOURNEY MAP School Teacher

1. The teacher notices

2. She talks to other

3. She pulls the child out of

one of the students

teachers to find out more

class and asks him why he

not showing interest

about his progress

doesn’t pay attention and finish his work

in classwork

4. She makes the child

5. She calls his parents to

6. Parents bring back test

is sit next to a smarter

make them aware of the

results and explain

student to get help

problem and suggests

diagnosis to the teacher

they find help

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7. She has no knowledge

8. The teacher informs

9. She researches alternate

of learning disabilities so

school staff about the

ways to teach and

she does not know how

child’s problem and asks

support the child

she can help the child

for suggestions to help

10. She encourages him to

11. She advises his

ask more questions, and stays

parents to get special

back with him after school for

accomodations for his exams

additional tutoring

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SYSTEM MAP Mapping the actors, flow of information and links formed when a child is diagnosed with dyslexia.

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PROPOSED DESIGN INTERVENTIONS

Pre Diagnosis

Diagnosis

To create awareness; a positive,

To inform parents of the options

friendly environment

they have after diagnosis

Posters and Infographics

Brochures

Hospital/ diagnostic centre

Hospital/ diagnostic centre

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Post Diagnosis (1)

Post Diagnosis (2)

To help the child learn using

A platform to understand,

alternate tools

connect and develop ways to utilise dyslexia as a gift/resource to identify their true potential.

Learning Kit During the child’s schooling

Dyslexia-friendly website

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FINAL IDEA

Design Intent To provide information about learning disabilities, specifically dyslexia, thereby creating a positive, friendly environment

Pre diagnosis

Hospital

Diagnosis

Target

Children getting tested

Parents

or already diagnosed with dyslexia

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Insights • Lack of information • Stress, nervousness • Pressure of hospital environment

Idea With a little extra effort, you can get a lot of extra reward.

Posters and Infographics

Execution

Brochures

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learning difficulty learning differently

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CONCEPTS Not fixing what’s wrong – but working with what we’ve been given Not succeeding despite dyslexia, but because of it Not a learning difficulty, but learning differently

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THEME

Play I chose to work with play as my primary theme as I’m not only looking at providing information, but also altering the environment and making the experience less daunting. Puzzles always challenge and engage the viewer, be it in the newspaper, an exam, in a classroom. The use of games to provide information makes the viewer put in a little effort to understand the bigger picture.

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Layers I would like to use layers to incorporate the brand essence, “disguised genius�. Using paper cuts and folds, I would create illusions/installations to unravel information at different angles

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Visual Explorations i. Type Study ii. Colour Palette iii. Mood boards iv. Illustration Styles v. Prototypes

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TYPE STUDY Before finalising my choice of typefaces, I conducted an extensive type study of various typefaces that have been recognised as dyslexia friendly. I studied the readability, clarity and legibility of each typeface with varying size, weight and tracking.

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TYPOGRAPHY The following are the typefaces chosen for my project after reviewing the type study:

Aa

Gill Sans

Aa

Brown

(light, regular)

(light, regular)

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VISUAL LANGUAGE: NIMHANS

Use of primary colours mostly yellows with a hint of blue and red.

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COLOUR PSYCHOLOGY

• Calm

•

Better focus

•

Directs attention

•

Visual language

• Optimism • Energy

•

Warmth

• Friendly

• Comfort • Soft • Inviting

•

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Reduces contrast

FINAL PALETTE The final colour palette was chosen keeping in mind the visual language of the hospital along with the colours connecting the emotions I want to invoke through my project.

C M Y K

0

70 50 0

0

C

70

M

65

Y

0

K

90

C M Y K

10 25 75 0

C M Y K

60 25 0 0

85

C

55

M

0

Y

0

K

91

C M Y K

60 55 40 30

MOOD BOARDS

Existing work

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Interaction

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Visual Language

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PROTOTYPES Following the theme of ‘play’, I looked at various forms and visual explorations that were relevant to dyslexia. I also explored with layers, as the theme supports the brand essence, ‘disguised genius’. Although, the circular typographic piece was the most effective, it would not be practical to execute as it is very delicate. On the other hand, the lenticular typography experiment was just as effective, and simple to replicate if damaged.

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Top left: Spinning wheel Top right: Unravelling layers Left: Lenticular typography

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REVIEW II The following is the feedback I received for my second seminar (work in progress): • Study space in terms of lighting, seating, scale.

• Simplify illustration style, more clarity of each element.

• Control level of interaction to maintain durability.

• Explore various material to print on keeping in mind the space, crowd, interaction levels and durability.

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MATERIAL EXPLORATION Based on the feedback I received from my seminar, I researched various durable materials I could print on, including fabric paper, mount board, sun board, etc. I chose to print my info graphics on sun board as it is extremely sturdy and durable, will not bend and cannot be torn.

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Final Execution i. Map and Outline ii. Content iii. Layout iv. Logo: Dyslexia Uncovered v. Visual Language vi. Illustration vii. Paper Craft viii. Print Production

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OUTLINE

Interactive Data Visualisation

Posters

Brochure

Create awareness

Tackle the stigma

An aid to answer

about learning

associated with

doubts and give

difficulties

learning difficulties.

parents some direction for their way forward.

Waiting area

Entrance, waiting area, corridors

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Doctor’s office

CONTENT The content for the project was finalised after multiple visits and conversations with Dr. Uma at NIMHANS. I compiled information from the research conducted at the beginning of the project along with the books and research papers published by NIMHANS. The following is a summary of the contents of each intervention:

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Infographics Causes for poor academic performance Introduction to learning difficulties Understanding dyslexia Coping with dyslexia Kinds of intelligence

Posters Creating awareness Motivating and encouraging people with learning difficulties Correcting misconceptions

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Brochure What is dyslexia?

Positive aspects of dyslexia Frequently asked questions Way forward

Guidelines Manual About the project Tone of voice Instructions for each intervention

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Route Map

Entrance Goes to the reception to enquire about testing

Waiting Area Child and Adolescent Psychiatry Department

Testing Centre Child asked to take certain tests to diagnose SLD

Waiting Area Parents return to waiting area while the child completes tests

Engage Exit/ Further consultation Return home/ school or go to other department for consultation 107

Inform Assist

LAYOUT The layouts for the project were designed keeping in mind the target audience. As my primary target includes children and their parents, I had to maintain a balance of colour and fun with a level of seriousness for the parents to take it seriously. Following the theme ‘play’, the infographics were designed as a series of board games. In order to understand the topic, you have to play the game with your children.

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Interactive Data Visualisation A set of five panels Size: A0 (1189 mm x 841 mm) Theme: Board Games

Posters Three Sets Each set consists of four posters Size: A3 (420 x 297 mm)

Brochure: Dyslexia Single sheet brochure Size: A3 (420 x 297 mm) Theme: Gifts of dyslexia

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Logo Explorations

LOGO Following the brand values and the themes chosen for my project, I chose to brand the project as ‘Learn (difficulty) differently’. As the project focuses primarily on dyslexia, the sub-brand is titled, ‘Dyslexia Uncovered’.

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Final Logo

Logo for the all-inclusive campaign for learning difficuties.

dys-lexia U N covered

Logo for campaign for specifically focusing on dyslexia.

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VISUAL LANGUAGE The visual language created is to be used as a pattern for brochures, cards, and other printed material where applicable. I created a set of five patterns based on different clusters of talents and interests. Each illustration can be extracted from the pattern and used as an individual icon as well. In addition to this, illustrations of hand gestures are to be used either to show an action/ emotion or used as a directional tool in all printed material.

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ILLUSTRATION The project required illustrations for the five panels to make them more appealing visually and to trigger engagement and interaction. The above illustrations are the first iteration of the style. After the feedback I received from my second seminar, I tweaked the style to work on isometric illustrations.

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Characters The character illustrations were made for the infographics and stickers for intelligence types. The characters were illustrated keeping in mind the primary audience it was targeted at- children, to be able to grab their interest without discriminating and scrutinising one character from another.

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Isometric Illustration

Illustration about Musical Intelligence

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I created a set of nine isometric illustration creating landscapes based on the characteristics pertaining to each type of intelligence. I also created isometric illustrations to visualise the eight causes of poor academic performance.

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PAPER CRAFT In order to incorporate the element of interaction, I chose to work with various kinds of folds and cuts. I experimented with various kinds of folding for the Dyslexia brochure to symbolise the idea of a gift envelope rather than a document or file you pick up from the hospital. Similarly, the guidelines brochure focuses on care and support.

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PRINT PRODUCTION

Welpac Products & Systems Pvt Ltd Printing infographics on sun board.

Cost: Rs. 150/sq.ft

Kolor Kode All printed material on paper including brochures, posters, stickers, cards.

Cost: Starts at Rs.35/sheet

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F

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F

Final Result i. Data Visualisation ii. Posters iii. Brochure: Dyslexia Uncovered iv. Brochure: Guidelines

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DATA VISUALISATION A set of five panels would be installed in the waiting area to address and inform parents and children visiting the Child and Adolescent Psychiatry department about learning difficulties.

The panels would help parents and children decode the basics of learning difficulties, and break down the misconceptions about them. By making them more informed, the project aims at creating a more positive, friendly environment.

The layout for the panels have been designed in line with popular board games to engage the audience and create a more fun and friendly environment.

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Indicators of Poor Academic Performance

Illustrations

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Learning Difficulties The infographic explains the five kinds of learning difficulties in the form of the game ‘scrabble’.

Cards A set of six cards have been designed and stacked at the base of the infographic.

Parents and children can pick up these cards to take away with them. It gives them a basic idea of each learning difficulty.

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Understanding Dyslexia The infographic takes you on a journey of understanding the various aspects of dyslexia through the game ‘snakes and ladders’

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Multiple Intelligences The infographic introduces the nine different types of intelligence through isometric illustrations. When a person relates to one of them or wants to know more, they can flip the illustration to read more about them. Stickers are placed at the bottom of the infographic for children to pick the one they relate to the most.

This excites children and keeps them occupied, and at the same time gives the parents a hint to where their child’s interests lie.

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Use of layers to build interest and engagement. The magnetic paper keeps sheets from flying/ tearing out when kept outdoors.

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Coping with Dyslexia The last infographic has been designed in the form of a journey that takes you through different steps to cope with dyslexia, as a parent or a child. When you get to the right step you can process further, but when you pick the wrong choice, it takes you back to the beginning. The game symbolises the fact that dealing with dyslexia is not a one stop fix but it is a lifelong condition and needs to be dealt with patiently.

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POSTERS Three series of posters have been designed to tackle the stigma associated with learning difficulties. The posters are to be placed across different touch points that the patient would pass during his hospital visit.

The posters aim at : a) Creating awareness b) Motivating and encouraging people with learning difficulties c) Correcting misconceptions

Set I The first set of posters are designed in the form of a maze. Taking forward the idea of games and play from the infographics, the maze shows you different unique ways for a person to get out, none of which are wrong and thereby encourages you to make your own decisions and follow your unique journey.

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Set 1

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Set II

Dyslexia Difficulty Difference Diversity The second set of posters focus on creating awareness about dyslexia and correcting the most common misconceptions about the learning difficulty. Using layers, the posters follow the brand essence, disguised genius. It symbolises the idea of unravelling layers, similar to unwrapping a gift and finding new, unexpected things.

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Set III The third set of posters looks at different perceptions. Using two themes, the posters focus on the idea that ‘different’ does not mean wrong, and we should celebrate diversity and not hide from it. I used lenticular typography as my form as it could be related to dyslexia. When you first look at the poster, it might not make sense. But when you change your perspective, you are able to read and understand the message.

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Theme 1

Theme 2

There are multiple ways to reach your destination. Multiple routes to success.

It’s all about changing your perspective.

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Theme 1 152

5+ 4 = 9

6+ 3 = 9

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Theme 1

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He wants to grow up to be a musician

She wants to grow up to be a entrepreneur

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Theme 2

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Half full?

Half empty?

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Theme 2 158

Don’t avoid your problems

Find your strengths

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BROCHURE: DYSLEXIA After the child has been diagnosed with dyslexia, the doctor can brief the family using the brochure as an aid to answer their doubts and give them some direction for their way forward.

The brochure will be handed over to parents by the doctor after explaining the diagnosis. It can be taken home for them to read and understand later.

The folds symbolise the idea of a gift envelope rather than a document or file you pick up from the hospital.

Size: Single sheet, A3.

Printed full colour, not to be scaled down.

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The logo is used as a tab, thereby ‘uncovering’ the information within.

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BROCHURE: GUIDELINES The guidelines brochure has been created for the doctors and other staff within the hospital. The brochure introduces the project, it’s purpose and tone of voice. Further, it breaks down the project into three sections and provides guidelines on where they are to be placed, action required, etc.

It also provides a typical route map of a patient’s journey through the hospital and marks the points where my project will intervene.

Size: Single sheet, A3.

Printed full colour, not to be scaled down.

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Route Map- mapping the journey of a patient

Brochure Front Page

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Reflections i. Reflection Statement ii. Acknowledgements iii. Bibliography

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REFLECTION STATEMENT We usually associate brands with commercial enterprises.

Developing a brand for a social cause posed an interesting challenge as it was a new experience. Branding a mental difficulty was a compelling and demanding task as it cannot be seen and is not easily understood by society.

My experience in branding has been limited to commercial work, this project gave me a chance to explore branding for social causes, and delve into how branding can be used as a tool to initiate change. This project gave me the opportunity to apply the skills I have learnt so far and challenge myself further to create a comprehensive system within the hospital to improve the environment and make a positive, lasting effect on people coming for diagnosis.

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This project gave us the opportunity to work intensively within groups as well as our individual interventions. It was

Being given the opportunity

a good learning experience

to collaborate with Nimhans,

to undertake various levels of

Bangalore

research and work on different

project being applied to a real

methods of design-thinking.

world scenario was extremely

The project really taught me how

motivating

to move away from designing

gave me insights on how to

for only myself, to keeping the

accommodate and accustom

end user in mind and putting

design to not only be visually

myself in their shoes at every

appealing but also engage and

step of the design process.

alter perceptions of people

and

and

seeing

fulfilling.

the

It

within minutes. It brought to light the scope and impact that visual communication tools can have on society.

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ACKNOWLEDGEMENTS First and foremost, I would like to thank to our project guide, Mr. Pandrang Row for the valuable guidance and advice. He inspired us greatly to work in this project. I also would like to thank him for engaging us with different aspects of branding and communication that broadened our perspective to work on our individual projects. I would like to thank my mentors, Mrs. Urvashi Jalali and Mrs. Yamini Temujin for their inputs and encouragement during the course of this project.

I would like to thank Dr. Uma Hirisave, Professor of Clinical Psychology and Head of the Child and Adolescent Psychiatry department at the National Institute of Mental Health and Neuro sciences, Bangalore for providing me with valuable information, cooperation, facilities, support and direction to complete this project.

In addition, I would like to thank Mr. Anoop Keni, Director- Aurinko Academy, Mrs. Janaki Lakshminarayanan, Trustee-Vimarsha Charitable Trust, Mrs. Rajani Padmanabhan, Counsellor- Brindavan Education Trust and the special education team at Mallya Aditi International School for their valuable information and support for our research.

Finally, an honourable mention goes to my family and friends for their understanding and support in completing this project.

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BIBLIOGRAPHY Books 1.

Malcom Gladwell, David and Goliath: Underdogs,

misfits and the art of battling giants.

2.

Abhijit V.Banerjee and Esther Duflo, Poor Economics

3.

Ronald D. Davis, Gift of Dyslexia

4.

Chip Heath and Dan Heath, Switch: How to change things

when change is hard

5.

Gavin Reid, Dyslexia and Inclusion

6.

Lucie M. Curtiss, Douglas C.Curtiss, Dyslexic and Unstoppable

7.

Manuals by Dyslexia Association, Scotland

Newspaper and online articles:

1.

Including special children in regular schools, by Chitra Iyer

URL: http://bangalore.citizenmatters.in/articles/2025-inclusive-schooling-

for-special-children 2.

Identifying dyslexia, by Meera Bhardwaj

URL: http://www.newindianexpress.com/cities/bengaluru/

article603639.ece 3.

The upside of dyslexia, by Annie Murphy Paul

URL: http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-

dyslexia.html?_r=2

4.

Common signs of dyslexia

URL: http://www.beingdyslexic.co.uk/pages/information/general- information/common-signs-of-dyslexia/am-i-dyslexic.php

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Process Documentation Name: Ritika Srikumar Project: No Logo Branding January-April 2016