Graphic Design for Children with Learning Disabilities Based on the Isaan Mural Painting

The study of 'Graphic design for children with learning disabilities' is a study that delves into learning-disabled children in the Isaan region. The author used the survey to formulate a graphic and media design model to enhance LD children's learning. This paper is a qualitative study of the data retrieved from the literature review and field data. Target groups include experts, practitioners, and stakeholders. Research instruments are structured and non-structured interviews, observation forms, and tests. The collected data were then analyzed using the 'information processing theory,' 'structural-functional theory,' product design principle, and graphic design element principle. The paper presents the result using descriptive analysis. Based on the study, it was found that the cause for learning disabilities in children living in Isaan mostly concerns with environmental learning disabilities. The best period for children with learning disabilities to effectively receive help is during their early primary or elementary education. The types of learning disabilities that can be found in children in the Isaan region are mostly reading and writing disabilities. Further, it was also revealed that Nakhonratchasima Primary Education Service Area 2 has the highest rate of learning-disabled children in Isaan. Most of the children with learning disabilities did not receive proper care from their caretakers. To identifying children with learning disabilities, the author collaborated with the children's caretakers, schools, Special Education Bureau, and hospitals. Common classroom behaviors among these children are their inability to read and write; this includes difficulties in social interactions and activity participation. As for the learning materials, it is clear that the materials used did not correspond with their special needs due to their disabilities. It is clear that these children need materials made for individual use that does not require participation in front of the class or learning through multimedia. The discovery can be used as a guideline in formulating graphic design. The graphic design should make insignificant information less distinct while reinforcing the main contents with bold lines, complementary colors, page distance, pictures used in representing alphabets, and the adoption of fun and creative characters. As for the material design guideline, the media should focus on one story for individual use. Students should also learn through playing, repeated reading, writing practice, using materials repeatedly without being bored, and can memorize the lessons when participating in hands-on activities.