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

Purpose The 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/approach The 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. Findings It 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 implications This 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 implications This 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/value So 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

An intelligent e-learning system to promote an inclusive classroom experience for deaf and hard of hearing students in a Ghanaian university

Undergraduate thesis submitted to the Department of Computer Science and Information Systems, Ashesi University, in partial fulfillment of Bachelor of Science degree in Computer Science, May 2022Millions of persons with disabilities living in low-income countries cannot access either primary, secondary, or tertiary education due to the lack of infrastructure, digital tools, and devices that promote inclusive learning. According to a definition given by UNESCO, "inclusive education means includent student with disabilities in the mainstream school environment" [33]. This research addresses the project them of developing an intelligent learning system to enhance an inclusive classroom experience for Deaf/Hard of Hearing students (D/HH) in a Ghanaian university. The aim of this research is to identify how an Elearning system can improve the English abilities of Deaf students in a tertiary institution which is in line with the mandate of the fourth Sustainable Development Goal (S.D.G.4) of "Quality Education for all". Data is collected from primary sources through surveys and focus groups with identified D/HH students, School Administrators, and teachers of D/HH students. The paper answers the research question "How can an E-learning system support an inclusive classroom experience for D/HH students in a Ghanaian university?" The results of this research will shape how an E-learning system can be adopted to support inclusive education in various tertiary institutions across Ghana.Ashesi Universit

Inclusion, universal design and universal design for learning in higher education : South Africa and the United States

CITATION: Dalton, E. M., et al. 2019. Inclusion, universal design and universal design for learning in higher education : South Africa and the United States. African Journal of Disability, 8:a519, doi:10.4102/ajod.v8i0.519.The original publication is available at https://ajod.orgAround the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented from literature, inclusive of national and international policies and resources. Examples from South African and US institutions of higher learning are shared. Discussions of online accessibility, environmental issues, professional development, barriers to inclusion and recommendations for future development in an international context provide a vision for developing inclusive learning environments in higher education.https://ajod.org/index.php/ajod/article/view/519Publisher's versio

Towards inclusion? Models of behaviour support in secondary schools in one education authority in Scotland

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours

The rationale for a wider concept of Inclusive Education for teacher education: A case-study of Serbia

Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009-2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive. © 2012 UNESCO IBE