Abstract

Illustrated children’s books have long been effective tools used to communicate complex socio-cultural concepts, experiences, and visual narratives. In an increasingly visually mediated world, early intervention and understanding around inclusive learning styles, diversity, and equity are an important widespread focus for the twenty-first century. This paper synthesizes the effective relationship between typography, layout, illustration, and movables as accessible devices in the production of books for children with dyslexia. Integrating a user-centered design approach to movables and visual communication, a case study of practice-based research highlights the importance of accessible consideration. It explores the ability of the designer to synthesize the experience, information, resources, and sensibilities of dyslexia in image and text. Movable books allow children to remain engaged and utilises different areas of the brain. Children with Dyslexia require that multisensory experience, and the design process and consideration of visual accessibility improves equitable access to learning.