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The aim of this paper is to detail the creation process of a screening program for Learning Difficulties (LDs), with the goal of alleviating distractions in the interface while retaining essential elements for measuring cognitive abilities and behavioral responses. The program is designed to screen general populations of children ages between 4 and 9 years –with and without Learning Difficultiesand measures five cognitive abilities. Design considerations for accessibility and usability in each component are described. Particular emphasis in the design of this screening system is given to the cognitive effort involved in interacting with the forms, which are affected by the interface's complexity and the navigation structure (i.e. breadth and depth of the information architecture). The assumption was that focusing on designing interfaces that are intuitive and accessible for individuals with LDs would facilitate access to a wider population of children who do not have any LDs or have limited proficiency in interacting with computers because the program was intended for launching across the geographical region of Saudi Arabia, in metropolitan cities as well as rural areas.

Screening Program for Learning Difficulties in Arabic Speaking Students: Design Considerations for Educational Interfaces