This new law aims to identify and support students with dyslexia early on, potentially preventing them from falling behind in reading. Dyslexia is a learning disability that affects reading fluency, decoding, and comprehension. It is characterized by difficulties with phonological awareness, which is the ability to recognize and manipulate sounds in spoken language.
Dyslexia, a lifelong learning difference, is a neurobiological disorder that affects how the brain processes information. The degree to which it impacts learning and developing varies. Most who are diagnosed have difficulty with phonological processing, including accurate word recognition and reading comprehension¹. As our educational system relies so much on reading and writing, it’s critical to think of all the ways students can gain confidence and comfort in a school setting, where some of their largest academic challenges can occur. Supporting Social and Emotional Competence in K-12 Schools In addition to delivering their core curriculum, schools can take efforts to support students’ social and emotional competence (SEC) by bolstering confidence and resiliency². We see this happening in the built environment at three different scales: the campus level, the classroom level, and the individual level.
This statement is a bit of a paradox. It’s true that dyslexia can present challenges in traditional academic settings, but it also unlocks unique strengths in areas like creativity and problem-solving. Dyslexia is a learning difference that affects reading and language processing. It’s not a disability in the sense of being unable to learn, but rather a difference in how the brain processes information.
A learning environment should be designed to support students’ physical and cognitive development. This includes providing opportunities for vestibular movement and gross motor skill development. Outdoor access, in particular, can be a powerful tool for promoting these skills.
Improving Comfort for Students With Dyslexia In addition to building confidence, architects and designers should look for ways to promote comfort for dyslexic learners. As Sarah Fox, Director of Research at Charles Armstrong School in Belmont, Calif., has noted “Classrooms by design can be uncomfortable. Anything we can do to make the teachers more comfortable and students more comfortable means learning can happen.” We see opportunities for comfort at three scales: the campus level, the classroom level and the individual level. At the campus scale designers can make wayfinding and navigating to different buildings easier. Instead of relying on signs, we can signal a clear hierarchy of entry to a space with a taller pair of doors, a sculptural awning, or a special color. Designers can play to visual-spatial strengths by incorporating images, rather than written words. A connection to the outdoors with distinct, identifiable landscape features can be very valuable in helping students orient themselves around a campus.
**A. The Importance of Natural Light in the Classroom**
**B.
The classroom environment should be conducive to learning, and this includes creating a comfortable and inviting space. This is achieved through a combination of factors, including natural light, temperature, and glare. Natural light is a crucial element in creating a comfortable classroom environment.
**A. The Power of Sound: How Acoustic Panels Enhance Learning**
B.
At the classroom level, the use of acoustic panels and writable surfaces can significantly improve the learning environment. The use of acoustic panels in classrooms can significantly improve the learning environment. Acoustic panels absorb sound waves, reducing noise levels and creating a more focused learning environment. For example, in a classroom with a large number of students, the use of acoustic panels can help to reduce the noise level from conversations and other distractions, allowing students to concentrate on their lessons.
As neuro-research evolves, the links between our built space, our bodies and our brains will continue to become more clear. As architects, we already know we are making design choices that impact students and faculty on a day-to-day basis which can deeply affect learning and thinking. For already diagnosed or newly diagnosed students with dyslexia and other learning differences, recognizing the power of space to build confidence and provide comfort is critical at different scales to optimize school environments. About the Author Architect Sarah Knize, AIA, LEED AP, Associate Principal and K-12 Academic Practice Leader at Ratcliff, a San Francisco Bay Area-based healthcare and academic architecture firm known for creating inclusive environments that foster learning and community, designed a multi-year campus plan for Charles Armstrong School, a Grade 2-8 school serving dyslexic students in the Bay Area.
The book “The Brain That Changes Itself” by Dr. Sally Shaywitz and Dr. Jonathan Shaywitz explores the remarkable plasticity of the human brain. It delves into the brain’s ability to adapt and change throughout life, highlighting the impact of experiences, learning, and environmental factors on brain structure and function.
