Assistive E-Learning System for the Learning Disabled

Pirani, Zainab; Sasikumar, M.

doi:10.1016/j.procs.2015.03.139

Cited by 16 publications

(12 citation statements)

References 5 publications

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“…As expected, the papers in this review proposed the following definition of LDs according to DSM-5 and to other international diagnostic criteria; it refers to an overarching category of specific learning disorders, whose features are specific impairments in primary and/or secondary academic abilities and whose clinical manifestations depend on the ages of the student [ 17 , 24 , 25 ]. All the authors put attention on the high heterogeneity of the learning and the functional profiles of the students, and the need to individualize and personalize the learning/teaching process, even more if possible when designing and providing E-learning environments and using ICT [ 26 - 29 ].…”

Section: Resultsmentioning

confidence: 99%

“…LDs is an overarching category of learning disorders that can affect one or more primary and/or secondary academic abilities [ 13 - 18 ]. Because of this issue, each intervention must consider all the individual differences behind the term “LD” which influence different ways of learning, and different ways of accessing to information [ 26 - 29 ]. A multidisciplinary approach is then needed in designing, developing and providing learning environments, learning materials and in the use of tools and devices if the aim is to consider all these issues.…”

Section: Discussionmentioning

confidence: 99%

“…The second and the third research questions are strictly related to each other and also related to the first one, and they are focused on the discussion on how to provide the “reasonable accommodations” needed for each student with LD during the use of E-learning and distance learning and how to guarantee inclusion. A general and agreed claim is based on the need to provide “reasonable accommodations” and personalization, taking into account the great heterogeneity of the neuropsychological and functional profiles of students with LDs [ 26 - 29 ]. Again, as expected from the previous literature, authors focus on the central role of teachers and their competencies in the field both for the promotion of inclusion and for an inclusive use of E-learning and ICT for students with LD.…”

Section: Discussionmentioning

confidence: 99%

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The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

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Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто¹,

Carta²,

Cataudella³

et al. 2021

CPEMH

View full text Add to dashboard Cite

show abstract

“…Content tools and virtual agents were used only for one particular activity. On 2015Learn to read 16 Montero et al 2011Acquiring basic skills 17 García et al (2016) Acquiring complex skills 22 Rello et al (2016) Acquiring complex skills 23 Iradah & Rabiah (2011) Acquiring basic skills 26 Tsiopela & Jimoyiannis 2014Acquiring basic skills 28 Morales-Villaverde et al 2016Acquiring basic skills Fryia et al (2009) Making decisions 14 Harrison et al (2008) Making decisions 19 Petz & Miesenberger (2006) Reading 20 Pirani & Sasikumar (2015) Reading 24 Sitra et al (2017) Focusing attention…”

Section: Summary Of the Proposed Solutionsmentioning

confidence: 99%

Online e-learning and cognitive disabilities: A systematic review

Cinquin

Guitton

Sauzéon

2019

Computers & Education

124

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For decades now, as the issue of social progress has come to the fore, the drive to improve access to education has been behind the growth in research into e-learning. The current systematic literature review raised the question of the existence of studies addressing the specific needs of persons with cognitive impairments. Indeed, e-learning is expected to be one of the critical tools for improving access to education and ultimately aiding social inclusion. The systematic literature review was performed through a four-step process including an exhaustive search of scientific literature databases, the selection of studies through exclusion and inclusion criteria, and literature analysis and synthesis. The main results are: 1) a lack of e-learning studies addressing the issue of accessibility for people with cognitive impairments (N=29) with a purpose dominated by design guidelines rather than effectiveness assessment; 2) a weak inclusion of accessibility standards (N=5) and 3) a weak inclusion of special education findings (N=3), with a focus on specific neuropsychological disorders or syndromes (dyslexia, ADHD, etc.) rather than on impairments of cognitive function (attention, memory, etc.) as promoted by the International Classification of Functioning (World Health Organization, 2001); 4) the identification of five families of accessibility function (adaptive systems, game elements, accessible content, virtual agents and accessible interfaces or environments) and their dependency with activity-domain of learning. Results are discussed in terms of both design and assessment recommendations, promoting a multidisciplinary approach combining educational sciences, cognitive sciences and computer sci

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“…The technology not only focusing on certain area content of teaching aspect but also need to focus on the limitations and difficulties that disabled learner has [1]. Lack accessing appropriate of technology and unsuitable design of website and online learning may become disadvantage to disabled learner [2]. It is shown that suitability aspect of design technology learning need to be considered as a crucial part for development of learning technology for disabled learner.…”

Section: Introductionmentioning

confidence: 99%

Determinants of Interface Criteria Learning Technology for Disabled Learner using Analytical Hierarchy Process

Ramli¹,

Mohamed²,

Muda³

2020

IJACSA

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The advancement of technology nowadays is rapidly increasing due to the leveraging availability of learning technology. Due to the rapid change in the availability of technology, it is crucial for disabled learners to select a good technology design that may help them to achieve better academic achievements. Selecting a good design of technology involves a decision making process to choose several designs of learning technology. In general, the abilities, capacities and achievements of disabled learners are lower compared to a normal child. Using a good approach and assisted with the right selection of learning technology may help disabled learners to get a better understanding and achievement in academic matters. In this study, the analytical hierarchy process (AHP) approach was used to determine the best appropriate design of learning technology for disabled learners. Three hierarchy levels made up of criteria, sub-criteria and alternatives were considered. This study finds the best selection design of elements that can be used in the development of learning technology in a classroom of disabled learners.

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Assistive E-Learning System for the Learning Disabled

Cited by 16 publications

References 5 publications

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Online e-learning and cognitive disabilities: A systematic review

Determinants of Interface Criteria Learning Technology for Disabled Learner using Analytical Hierarchy Process

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