FORDYS-VAR

The FORDYS-VAR Project, contract no. 2018-1-ES01-KA201-050659, Co-funded by the ERASMUS+ Program of the European Commission.

The Association for Dyslexic Children Bucharest is a non-governmental organization in Romania, established in 1994 by a group of parents in Bucharest who faced issues related to the education of their children in both the state and private educational systems. The need of these parents to provide their children with a real chance of learning and development, so they could benefit from a normal life, led to the establishment of this association. Since its inception, the association has been engaged in activities of social, civil, cultural, educational, training, and information assistance and solidarity related to dyslexia issues.

Website: fordysvar.eu

Starting from 2018, the Association has implemented the FORDYS-VAR project, funded by the ERASMUS+ Program, in partnership with the University of Burgos, with project activities implemented in 3 European countries: Italy, Romania, and Spain. The main objective of FORDYS-VAR was to provide an opportunity to improve learning for individuals with dyslexia through technology, particularly virtual reality (VR) and augmented reality (AR). The introduction of these technologies into the assessment and intervention process can become a key element in improving learning effectiveness and enhancing their training experience.

Within the project, one of the outcomes achieved was the creation of a set of tools, including software for integrating VR and AR into educational and pedagogical environments for schoolchildren with dyslexia. Using virtual reality (VR) and augmented reality (AR) technology, information can be presented through multimedia elements (audio, text, images, or videos), stored and transferred, allowing the combination and transformation of different environments. This is significantly beneficial for addressing the individual needs of students and contributes to dyslexia treatment to facilitate intervention in specific reading and writing learning disorders.

These two applications have been created, one using Virtual Reality (VR) and the other using Augmented Reality (AR), these technologies including immersion, presence, interaction, transduction, and conceptual change, while also being safe and flexible tools that provide the opportunity to offer a multisensory approach: