Cross-cultural perspectives on dyslexia and learning differences

AI for Inclusive Education

This research examines dyslexia in Arabic-speaking contexts, particularly in Morocco, where it is often underrecognized. It aims to improve culturally grounded identification, intervention, and inclusive learning practices to better support students with reading difficulties. This research axis focuses on understanding and addressing the challenges faced by students with learning difficulties, particularly dyslexia, across both physical and virtual learning environments. Dyslexia is a neurodevelopmental condition that affects reading, spelling, and phonological processing. While it has been extensively studied in transparent orthographies (e.g., Italian, Spanish) and deep orthographies (e.g., English), Arabic presents unique linguistic and cognitive challenges due to its non-linear morphology, diglossia, and orthographic complexity. In the Arab world and particularly in Morocco dyslexia remains underrecognized and underdiagnosed, often leading to the mislabeling of students as unmotivated or inattentive. The work is situated at the intersection of language, culture, and technology, examining how dyslexia manifests and is identified within diverse linguistic systems. The overarching goal is to advance cross-linguistic and culturally grounded understandings of dyslexia, improve early identification and intervention practices, and promote inclusive learning environments that support the cognitive and emotional well-being of children with reading and learning difficulties. Explore how dyslexia manifests differently across languages and orthographic systems (transparent vs. non-transparent), with a focus on Arabic and French bilingual learners. Examine the cognitive, emotional, and linguistic challenges experienced by school-aged children with dyslexia in both traditional and digital learning environments. Develop and validate culturally adapted assessment and support frameworks for identifying dyslexia in Arabic-speaking learners. Design and evaluate technology-based tools, including AI-driven educational platforms, emotion recognition systems, and gamified literacy applications to enhance engagement and reading acquisition among children with learning difficulties. This project has led to the development of several innovative digital tools and learning supports for children with neurodiverse profiles, combining gamification, AI analytics, and inclusive design principles. Key contributions include: -FunLexia: A Serious game for reading improvement and engagement. -Gamified AI strategies for enhancing emotional engagement in children with dyslexia. -Dyslexia-Friendly Font – Arabolexia: the first empirically validated Arabic font designed to improve reading accuracy and fluency for children with dyslexia.