The exploration of social artifacts for the disabled is an important and timely issue. The affordances of new technologies like the Semantic Web allow more intelligent handling of educational learning resources that open up the potential of personalisation of services to individuals. Contemporary legislation calls for “reasonable adjustments” and “reasonable accommodation” to be made to services in order to accommodate the needs of disabled people. Here, the authors examine, from a design perspective, how this might be done in the context of higher education. Specifically, they advocate a design based upon an ontology-based personalisation of learning resources to deliver to students’ real needs. To this end, so far little effort has been directed towards disabled students in higher education. The authors note some of the problems and issues with online assistive/adaptive technologies and propose a methodological fix. Here, they propose an ontology-based methodology for a Semantic Web community of agents that personalises learning resources to disabled students in higher education, specifically highlighting a disability-aware Semantic Web agency development methodology. The authors also present the results of usability evaluation of the implemented visual interface with some disabled and non-disabled students.
Nganji, J.T. and Brayshaw, M. (2013). Designing Personalised Learning Resources for Disabled Students Using an Ontology-Driven Community of Agents. In P. Isaias, & M. Baptista Nunes (Eds.), Information Systems Research and Exploring Social Artifacts: Approaches and Methodologies (pp. 81-102). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2491-7.ch00. [Link to Book Chapter]