Learning difficulties
Diagnostic System


Product Designer


4 developers, product manager, project manager


Adobe XD, Adobe Illustrator, Invision, Zeplin


4 months, 2019


About 40% of high school students in Israel have been diagnosed with learning disabilities and receive various reliefs in the matriculation exams, according to the latest data from the Ministry of Education for 2018. In practice, it is possible that the number of students who suffer from learning disabilities is higher, because the data from the ministry refers only to high school students who took the matriculation exams, and not to students who dropped out of the twelfth grade or did not take the exams.


“Edvise” system is a diagnostic system for school psychologists, which allows the psychologist to diagnose a student and receive an online personal intervention program for students with learning disabilities.

Problems and challenges

  • The diagnosis process begins with the school psychologist manually filling out a diagnosis questionnaire, the diagnosis is sent to the district psychologist who returns a personal intervention plan for the student.

  • Performing the diagnosis, sending it to the district psychologist and receiving the personal intervention plan takes between a few days to a few weeks. At this time the student is left with his academic difficulties unanswered.

  • The district psychologist works with a number of schools - the amount of diagnoses she receives are many (and all are urgent).

  • The challenge: to streamline the process so that it relieves the burden from the district psychologist, and increases the independence of the school psychologist in providing a personal intervention plan.


The diagnoses of the school psychologist in the previous situation.


A system that enables the diagnosis to be performed, and with the help of a dedicated knowledge algorithm, to produce an online personal intervention program and a visual mapping of the results of the diagnosis. A system that allows follow-up of treated students and will remind the psychologist every six months to make a new diagnosis that will create an effective and efficient treatment process. The system allows the district psychologist to control and monitor the diagnoses and add additional recommendations, as needed, in the personal intervention program.

Design system

Scenario #1:

Diagnosing a new student and sending the diagnosis summary to the district psychologist

The following scenario describes how the school psychologist begins the process of absorbing a new student into the system and performs a diagnosis, then she passes the diagnostic results that include a personal intervention plan and a functional map to the district psychologist.

Low fidelity UX:
The main screen - student status, is divided into two parts: the first part is a table with the details of the treated students and above it a dashboard divided by status. Part two is a diary with diagnostic appointments for the current month.

On the left side there is a diary that documents all the diagnoses that were made, and mentions upcoming diagnoses that must be performed for students who are already in the process, with a semi-annual frequency.

When adding a new student, a row in the table opens.

A diagnostic questionnaire can also begin through the student’s menu within the student status table (and also through the diagnostic questionnaire screen in the system side menu).

The diagnostic questionnaire screen is divided into process bar, questions of the current chapter and on the left an area for writing various notes during the diagnosis.

Later I recognized the need for a process bar that would unite all the parts of the questionnaire and the comments underneath it, so I raised it above the questions and comments sections, so that more space was created for the main part of the questions. That way the school psychologist could see more questions in one fold.

The diagnosis summary is divided into two parts: a functional map that presents the results of the diagnosis visually, and a personal intervention plan that presents various recommendations for facilitation of studies.
When you click on a message, the contents of the diagnostic summary will be copied as a new message on the message screen. This is how the school psychologist can share with the district psychologist the diagnosis, or the teaching staff for them to implement the personal intervention plan.

Scenario #2:

Receiving the summary of the diagnosis as a notice to the district psychologist and editing the personal intervention plan

In the following scenario I have solved the issue of feedback from the district psychologist. If in the original process the diagnosis was sent by the school psychologist in order to get a personal intervention plan from the district psychologist. In the next process the system already produces an automatically personal intervention plan and the summary is sent to the district psychologist just to update and thicken the plan. This scenario saves a lot of time and thus prevents misses or dropouts of students with difficulties in the educational system.

Messages screen: The right panel can be narrowed down for a wider view of the body message.

In the response mode, a new recommendation button is added to the district psychologist profile. By clicking this button she can add recommendations to the personal intervention plan.

When she submits the updated personal intervention plan, the new comments are painted in a different color to emphasize that these are her recommendations.

The project was characterized and designed as part of my work at Matrix


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