NeuroLearn - An Inclusive Educational Platform for Dyslexic Learners

Abstract

Dyslexia is one of the most common learning disabilities that affects a lot of kids in school. Even though more people know about it, many cases still go undiagnosed or don’t get enough help, which leads to academic problems and emotional pain. This paper talks about NeuroLearn, an AI-powered educational platform that aims to fill this gap by allowing early dyslexia screening, personalized learning support, and mental health features that are built into the platform. NeuroLearn wants to give dyslexic students power by creating a digital environment that is holistic, welcoming and easy to use. It does this by using assistive technology, gamified assessments and smart analytics.

Introduction

The text presents NeuroLearn, an inclusive educational platform designed to support students with dyslexia by combining early screening, personalized learning, and mental health support. Dyslexia, affecting 10–15% of the global population, often goes undetected until academic struggles emerge, potentially leading to anxiety, low self-esteem, and social withdrawal. Traditional schools and e-learning platforms lack structured screening, adaptive learning, and emotional wellness tools, leaving dyslexic students underserved.

Key Literature Insights:

• Early identification is crucial; phonemic awareness and rapid naming are reliable screening indicators.

• Multisensory instruction (e.g., Orton–Gillingham method) is effective but resource-intensive.

• Educational technology, guided by Universal Design for Learning principles, can improve accessibility and reduce cognitive load.

• Emotional well-being is critical, as dyslexic learners show higher anxiety and frustration.

System Design:
NeuroLearn uses a modular architecture with a dyslexia-friendly frontend (HTML, CSS, JavaScript), AI-powered backend (Python Flask), and cloud storage. Key modules include:

1. Early Screening: Gamified assessments of phonological awareness, working memory, visual discrimination, and reading fluency, with AI-generated personalized reports.

2. Customized Learning Paths: Adaptive lessons using audio, text, and images, adjusting difficulty based on engagement and progress.

3. Mental Health Support: Mood tracker, journaling, guided mindfulness exercises, and AI chatbot for emotional support.

4. Accessibility Features: Open Dyslexic fonts, adjustable text/background colors, simple layouts, text-to-speech (TTS), and speech-to-text (STT).

5. Interactive Learning Modules: Games, phonics drills, storytelling exercises, and rewards to maintain engagement.

6. Data Privacy: End-to-end encryption, anonymized AI training data, and parental consent for users under 13.

Results:
Pilot testing with students, teachers, and parents showed:

• High usability and engagement with the dyslexia-friendly UI and gamified modules.

• Screening results aligned with teacher observations, indicating potential for early identification.

• Mental health tools were well-received for tracking emotional well-being.

• Limitations include small sample size, limited language options, and the need for larger datasets for AI accuracy.

Future Scope:

• Clinical validation with educational psychologists.

• Multilingual support for regional languages.

• Teacher integration for monitoring progress and providing feedback.

• Expansion to support other learning disorders (ADHD, dysgraphia).

• Partnerships with government and NGOs for large-scale deployment in underserved areas.

Conclusion

NeuroLearn is a smart way to help dyslexic students deal with the many problems they face. NeuroLearn meets all of a child\'s academic, emotional, and developmental needs by combining AI-powered early screening, multisensory learning tools, and mental health support into one easy-to-use platform. NeuroLearn wants to be more than just a learning tool; it wants to be a friend to every dyslexic learner, helping them build confidence, skills, and empathy.

References

[1] Shaywitz, S. E., and Shaywitz, B. A. (2003). \"Dyslexia (a specific reading disability).\" Paediatrics in Review, 24(5), 147–153. [2] Snowling, M. J., and Hulme, C. (2012). \"Help for Kids Who Have Trouble with Language and Reading.\" International Journal of Language and Communication Disorders, 47(1), 27–34. [3] Ritchey, K. D., and Goeke, J. L. (2006). \"Orton-Gillingham and Orton-Gillingham-Based Reading Instruction: A Review of the Literature.\" The Journal of Special Education, 40(3), 171–183. [4] Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2017). \"Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015.\" Journal of the Scholarship of Teaching and Learning, 17(3), 57–73. [5] Livingston, G., Siegel, L. S., & Ribary, U. (2018). \"A Review of the Literature on Dyslexia and Mental Health.\" 389–404 in the International Journal of Disability, Development, and Education, 65(4).

Copyright

Copyright © 2025 Madhuri Barhate, Rajlaxmi Ambre, Amaan Chapalgaonkar, Prasad Akiwate, Kartik Akolkar, Aman Gupta, Amritansh Jhawar. 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.