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Disability-aware adaptive and personalised learning for students with multiple disabilities

Disability-aware adaptive and personalised learning for students with multiple disabilities PurposeThe purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs.Design/methodology/approachThe paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students.FindingsIt has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs.Practical implicationsThis paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities.Social implicationsThis paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions.Originality/valueSo far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Disability-aware adaptive and personalised learning for students with multiple disabilities

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-08-2016-0027
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs.Design/methodology/approachThe paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students.FindingsIt has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs.Practical implicationsThis paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities.Social implicationsThis paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions.Originality/valueSo far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Aug 7, 2017

References