Ontological Modeling of Ubiquitous Accessible Learning Context for Disabled Learners

A number of studies have considered context-aware learning systems but the learning situation has rarely been considered. There are advantages in the use of situation-aware ubiquitous learning systems with all their characteristics adapted to the learner's learning situation. Consequently, this situation needs to be well defined, to ensure that all features, including learning process guidance, are appropriately adapted to learners. Several works have investigated and identified features of learning situations for non-disabled learners. However, work in this area for disabled learners seems to be lacking. The first stage in obtaining a good description of the learning situations of disabled learners is describing their learning context. The main contribution of this paper is a new ontology-based description of the learning context of disabled learners as well as a case study describing an example of reasoning for the proposed ontology. This is introduced by a critical evaluation of a selection of existing approaches to description of the learning context.