This article discusses a phenomenon that suggests that such schools are still behind in attending to some scholars with disability requirements, which creates a critical issue in education that already includes the acceptance and support of the Individuals with Disabilities Education Act.
The introduction of IDEA showed a significant need to integrate design precepts not tied directly to hands on procedures, thus equalizing the opportunities requiring more technology and training for both faculty and students at the classroom level. However, certain disabilities for instance Dyslexia and Dyspraxia disorders that are characterized by strain in muscle control cause snags with movement and coordination, language, and speech. They have also hindered child development in some schools. The challenge for traditional institutions will be to determine how to use the emerging knowledge about how people learn in combination with the opportunities afforded by information technology and the wealth of open educational resources (OER). If universities can work that out, they will be able to serve more students, and a greater variety of students, while reducing the cost of instruction and improving instructional quality (Demski, 2012). This premise and supportive research studies will be a part of this chapter’s literature review. The chapter will begin by discussing the features that are associated with students particularly with fine motor disabilities such as Dyslexia and Dyspraxia being given an opportunity to join an art school. These features are progressive in nature and are labeled as Traditional Graphic Design Community, Current Graphic Design Community, Design Education, Technological intervention, and the Future Design Community. ...Show more