Date: 2026-06-12 · https://api.yakki.app
Partner module
Inclusion & Accessibility
For inclusion coordinators, integration programs, and anyone responsible for the students standard tools leave behind. Two concrete capabilities: the first-language interface (working today) and the dyslexia adaptations (in pilot).
Working today
The first-language interface
Available NowA student who cannot read the instructions cannot show what English they know. In classrooms with new immigrants from Ukraine and Russia, with Amharic-speaking families, and across the Arabic-speaking sector, the interface language — not English ability — is often the first wall. YAKKI removes it.
Five interface languages
Hebrew, Arabic, Russian, Amharic, and English — with full right-to-left rendering for Hebrew and Arabic.
Teacher-controlled
The teacher sets the students’ language per session. A class of recent olim runs in Russian; a Bedouin school runs in Arabic — same lesson, same games.
Content stays English
Only buttons, instructions, and feedback localize. The learning material is and remains English — the support never replaces the goal.
No setup per student
Works with guest mode: no student accounts, no profiles to configure. The language follows the session, not the child’s paperwork.
In pilot
Dyslexia adaptations
Pilot ReadyEstimates of dyslexia prevalence range from roughly 5% to 15% — a meaningful share of every cohort, and English as a foreign language adds a second, deeper orthography on top of the one these students already fight. Our response is engineering, not sympathy: games in the library are being audited for dyslexia accessibility, and the adaptations are built into the platform itself.
Adapted reading mode
Increased letter spacing, calm cream background, dyslexia-informed typography per British Dyslexia Association style guidance, no time pressure.
Voice instead of keyboard
Where typing is the barrier rather than the skill being tested, students answer by voice.
Audio support
Questions and reading content can be spoken aloud, with synchronized highlighting in reading games.
Integrated, not separate
The same games, the same lessons, the same classroom — with presentation adapted. No “special” app that marks a child as different.
Honest framing: this is accessibility engineering informed by structured-literacy principles and published design guidance — not a clinically validated intervention. It is in pilot, and we are actively seeking schools and specialists to validate it with us.
Who this module is for
Three conversations we are ready to have
School inclusion coordinators
You have specific students in mind while reading this. Bring their (anonymized) profiles to a demo and we will show exactly what their session looks like.
Integration & absorption programs
Programs serving immigrant families: the L1 interface was built for your classrooms first.
Learning-disability specialists
We want our dyslexia work reviewed, criticized, and validated by people who do this professionally. That is an invitation.
Bring us your hardest classroom
A live demo with your real constraints — mixed languages, mixed levels, students with dyslexia — is the fastest way to see whether this helps.