Integrating e-Learning with Radio Frequency Identification (RFID) for Learning Disabilities: A Preliminary Study

Yahya, Wan Fatin Fatihah; Noor, Noor Maizura Mohamad; Hamzah, Mohd Pouzi; Hassan, Mohamad Nor; Mamat, Nur Fadila Akma; Rifin, Mohd Arizal Shamsil Mat

doi:10.1007/978-3-319-07674-4_84

Cited by 2 publications

(1 citation statement)

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“…Ultimately, technology provides unique opportunities to assist students with disabilities to learn more easily. The key to achieve this though is to develop e-learning environments that make their learning processes interactive, accessible and inclusive (Yahya et al 2015 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Forgotten, excluded or included? Students with disabilities: A case study at the University of Mauritius

2017

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BackgroundStudents with disabilities in the tertiary education sector are more than a just a phenomenon, they are a reality. In general, little attention is devoted to their needs despite the fact that they need more care and attention.ObjectivesThis paper, through a case study at the University of Mauritius, sought to answer some pertinent questions regarding students with disabilities. Does the University of Mauritius have sufficient facilities to support these students? Are students aware of existing facilities? What additional structures need to be put in place so that students with any form of disability are neither victimised, nor their education undermined? Are there any local laws about students with disabilities in higher education?MethodTo answer these questions and others, an online questionnaire was sent to 500 students and the responses were then analysed and discussed. The response rate was 24.4% which showed that students were not reticent to participate in this study.ResultsOur survey revealed that most students were not aware of existing facilities and were often neglected in terms of supporting structures and resources. ICT facilities were found to be the best support that is provided at the University of Mauritius. The right legal framework for tertiary education was also missing.ConclusionIdeally, students with disabilities should have access to special facilities to facilitate their learning experiences at tertiary institutions. Awareness about existing facilities must also be raised in order to offer equal opportunities to them and to enable a seamless inclusion.

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Section: Literature Reviewmentioning

confidence: 99%