Abstract

Background: Today, in the fast-paced digital world, the reality of media proliferation, legal adaptation, and rapid advancement of artificial intelligence’s intrusion provide a flash of challenges, especially for dyslexic children. Method: The present study aims to explore the intricate and multifaceted interplay of these challenges while considering their influence on nurturing a dyslexic child in an epoch of misinformation. The desired outcome is to reveal how the media’s saturation and digital platform colonization have altered information consumption in general and what it means specifically for dyslexic children, whose learning styles are incompatible with this fully engaging experience. From this point, the research will analyze how the framework of laws and regulations struggling to adequately address the following development further exacerbates the challenges faced by a dyslexic child. Results: The study addresses the silent tide of artificial intelligence’s emergence, its potential and risk and its implied threat to the private lives of people with dyslexia and beyond. In an epoch of misinformation, where lies are spread faster than wildfire, and it is easier to believe than question, there is an urgent need to shape knowledge and teach dyslexic children to think critically. Conclusion: While interventions in the field might be multi-dimensional, focusing not on educational periods only but addressing the threat from legal sites and technological aids simultaneously with AI’s proficiency, it is possible that only through a comprehensive knowledge-generating point of view on the perceived reality will we be able to sustain dyslexic generations in this tangled and abundant information landscape.