EduCare: Assistive Technology for Children with Learning Disabilities

Abstract

Traditional education systems often fall short in addressing the unique needs of children with learning disabilities such as Dyslexia, Dysgraphia, Autism Spectrum Disorder (ASD), and Cerebral Palsy (CP). These challenges are especially prominent among children aged 8 to 13, a critical period for foundational learning in literacy and numeracy. The absence of inclusive and personalized learning tools further widens the educational gap for these students. Assistive Technology (AT) has emerged as a powerful solution to support individualized instruction and promote better learning outcomes. This paper presents EduCare, an assistive learning system developed to teach English and Mathematics to children with learning disabilities. EduCare employs a multisensory approach—incorporating visual aids, auditory cues, and interactive activities—to introduce core concepts such as alphabets, words, sentences, and numbers. It also offers personalized evaluations and generates detailed progress reports for parents and teachers. By adapting to diverse learning styles, EduCare fosters greater engagement, comprehension, and supports inclusive education.

Introduction

Learning Disabilities (LD) are neurological conditions affecting the ability to acquire, process, and retain information, impacting skills like reading, writing, and math. Early identification is crucial for effective intervention. Assistive Technology (AT) plays a significant role in supporting children with LD by enhancing learning, fostering independence, and promoting inclusivity through tools like software using multimodal techniques (images, sounds).

The literature review highlights various studies on AT’s effectiveness in improving skills for children with LD, emphasizing benefits and challenges such as the need for teacher training, resource availability, and contextual adaptation. AI-based AT solutions and socially assistive robotics also show promise, especially for Autism Spectrum Disorder (ASD).

The study involved a real-time survey at an NGO school to understand current teaching methods and AT use. Observations noted improvements in children’s engagement, task completion, and behavior across different disabilities.

The proposed system, EduCare, integrates multisensory learning (visual, auditory, interactive) in English, Mathematics, and Verbal skills, combined with an assessment module providing personalized feedback to support academic and cognitive development.

A hypothetical experiment compares traditional teaching with EduCare among children with LD, evaluating learning outcomes, engagement, and emotional responses. The goal is to demonstrate that the assistive platform improves learning efficiency, motivation, and overall progress.

Conclusion

Our system utilizes interactive, multisensory techniques to enhance the learning experience for students with special needs, fostering better engagement and comprehension. Its alignment with established curricula, including the NGO’s syllabus and government-aided programs like Pratham A and B, ensures relevance and smooth integration into existing educational settings. Hypothetical testing suggests that EduCare has the potential to improve learning outcomes when compared to traditional teaching methods. Additionally, the system encourages collaboration between parents, teachers, and students by offering tailored assessments and constructive feedback. However, real-world implementation is necessary to validate its effectiveness and assess its scalability across diverse educational environments.

References

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Copyright

Copyright © 2025 Vaishnavi Chaudhary, Aastha Jajoo, Tanvi Saraf, Kanak Pendse, Mrs. Sukanya Roychowdhury, Ms. Rohini Sawant. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.