A Comprehensive View of u-Accessibility in Context-Aware Learning Systems for Disabled Learners
Nesrine Ben Salah, Inès Bayoudh Saâdi, Henda Ben Ghézala · 2017
Studies on u-accessibility for learners with special needs have been the subject of many researches in recent years. The works identified in the literature are developed to solve the u-accessibility and divided into two categories: Web accessibility works and assistive technologies works. The work of web accessibility presents guidelines and recommendations for the design of accessible websites while assistive technologies works, facilitate the use of computers and other devices according to the learner's disability; however, these works need to have a clear view and an overview of how systems intended assure uaccessibility for learners with disabilities. This study details a multidimensional descriptive view of u-accessibility in contextaware ubiquitous learning systems for learners with special needs through seven different views. Each view captures a particular aspect of u-accessibility, learning and guidance. Then a set of facets is associated with each particular aspect in order to study, understand and describe it appropriately. This work would be helpful for context-aware u-learning system developers in order to have a clear understanding of u-accessibility and learning process guidance for learners with special needs in such systems and highlight the guidelines to be applied and the means used to satisfy the needs as well as the requirements of the learner and the application. Last but not least, the framework provides a first step towards a common understanding of u-accessibility in context-aware learning systems for disabled learners.