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Abstract
This study evaluated the influence of graphic resources on the motivation, participation, and comprehension of children with learning difficulties, specifically dyslexia, dysgraphia, and dyscalculia. Accessible visual materials were implemented in a vulnerable educational setting, designed with clear typography, simple illustrations, and soft colors. The methodology followed a mixed-methods approach, with a non-experimental, cross-sectional, and descriptive design. Data was collected through teacher surveys, classroom observation, and unstructured interviews. Results showed that the use of graphic resources had a positive effect on student interest and performance. All teachers reported improved participation, and 80% noted greater motivation and understanding. A favorable response was observed toward visual and manipulative materials, highlighting their value for cognitive and emotional development. Teachers agreed that elements such as Lexend font, soft colors, and clear imagery helped maintain attention, reduced confusion, and encouraged learning confidence. It was concluded that accessible graphic resources are effective tools to support children with learning difficulties by promoting a more inclusive and understandable learning environment. The study emphasizes the importance of designing educational materials from an accessibility and universal design for learning perspective.
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