Empowering dyslexic students in product design

Dyslexia, prevalent among students in art and design in higher education in the UK, is considered a learning disorder. As such, its treatment in educational environments is commonly reduced to mitigating the student’s difficulties derived from dyslexia rather than leveraging the strengths of dyslexic students in key skills for product design. In this paper, informed by the findings published in the literature and initial interviews with two dyslexic students of Product Design from the University of Brighton, a prototype of a 12-week Product Design module is presented, where a diversified array of learning activities and assessments is included to power the strengths of dyslexic students.