There is a considerable threat that the target audience will be unable to start the conversation process immediately after the program is launched due to the learning deficiencies (e.g., dyslexia-, dyspraxia-, dyscalculia-, and dysgraphia-related issues, as well as the problems associated with the non-verbal learning disorder). Therefore, it is strongly recommended that the participants should be provided with the required assistance so that the intervention could be successful. First and most essential, the application of digital tools that will serve as the means for the participants to overcome the identified difficulties should be suggested. Particularly, active usage of OCR software and similar tools should be promoted as the means of capacitating PLD to participate in online conversations must be viewed as a necessity.
Similarly, people with dyslexia may consider using the software that will help them check their spelling before they respond to their vis-à-vis. It is expected that the use of the software tools that serve the purpose of improving the grammar, spelling, vocabulary, and other aspects of the communication process, will boost the participants’ confidence and contribute to a faster acquisition of the related skills. Furthermore, it can be assumed that repetitive usage of the software types mentioned above will help the target members of the experiment learn in a faster and a more successful manner. The effects will be measured based on the participation levels and the learners’ progress.
Nurses will supervise the communication process and provide assistance to the participants in case it is needed. The communication process will involve the discussion of a range of issues, including movies (with specific forums for different genres), computer games, political and social events, etc. It is expected that the emphasis on the standard topics will create the environment for a natural communication process.