Core Skills Analysis
Art
The student organized the book search results into a colorful, visual chart that used icons, font size variations, and high‑contrast colors to highlight which titles were most accessible for a child with dyslexia and dysgraphia. By arranging the information visually, the student practiced principles of graphic design such as hierarchy, balance, and readability. This activity helped the 13‑year‑old understand how visual elements can support learners with neurodiverse needs and how art can be used as a communication tool.
English
The student read synopses, reviews, and author notes to evaluate the suitability of each book for an autistic child who also has dyslexia and dysgraphy. They identified key language features—simple sentence structures, supportive vocabulary, and clear narration—and wrote brief summaries explaining why each book met those criteria. Through this research and summarization, the 13‑year‑old sharpened reading comprehension, critical analysis, and explanatory writing skills.
Math
The student created a spreadsheet that recorded quantitative data such as page count, Lexile level, word‑frequency scores, and the number of illustrations per book. They calculated ratios (e.g., illustrations per 100 pages) and used basic statistics to rank the titles from most to least accessible. This process reinforced concepts of data collection, ratio reasoning, and interpretation of numeric information.
Tips
To deepen the learning, have the student design an accessible book‑recommendation brochure that combines the visual chart, concise English summaries, and data‑driven rankings. Next, invite a local librarian or special‑education teacher for a short interview so the student can ask expert questions and incorporate real‑world perspectives. Then, let the student prototype a short read‑aloud video, using clear fonts and highlighted text, to practice multimodal presentation skills. Finally, encourage the student to keep a reflective journal documenting how each step helped them think about inclusive design.
Book Recommendations
- The Reason I Jump by Naoki Higashida: A first‑person account of life with autism, written in simple, poetic language that invites empathy and understanding.
- Thank You, Mr. Falker by Patricia Polacco: A touching story about a young girl with dyslexia who overcomes reading challenges with the help of a caring teacher.
- My Name is Brain by Brian L. O'Driscoll: A graphic‑novel‑style memoir that explores living with dysgraphia, showing strategies for coping with writing difficulties.
Learning Standards
- CCSS.ELA-LITERACY.RI.7.1 – Cite textual evidence to support analysis of informational text (used when evaluating book synopses).
- CCSS.ELA-LITERACY.RI.7.7 – Integrate visual information (charts, graphs) with textual information to explain a topic.
- CCSS.ELA-LITERACY.W.7.2 – Write informative/explanatory texts that examine a topic (the English summaries).
- CCSS.MATH.CONTENT.7.RP.A.2 – Recognize and use proportional relationships (illustrations per page ratios).
- CCSS.MATH.CONTENT.7.SP.B.5 – Summarize numeric data in plots, tables, and equations (the spreadsheet rankings).
Try This Next
- Create a Venn diagram comparing readability scores, illustration density, and sensory‑friendly features of the selected books.
- Design a cover illustration for one of the chosen titles, using dyslexia‑friendly fonts (e.g., OpenDyslexic) and high‑contrast color palettes.