Learning Analytics and special learning needs: a possible combination.

Abstract

A theme strongly developed in the last five years is the relationship between Learning Analytics and disability (and more generally special needs). The methodological need of this new union stems from the necessity to collect a large amount of quantitative evidence with standardized tools to measure learning in special education, today very focused on qualitative analysis. These studies, pioneering, are tracing significant trajectories that describe the macro-themes in future research between Learning Analytics and special needs pedagogy: 1) Learning Analytics can help us to ascertain to what extent the accessibility of online courses contribute to inclusion and success training for disabled students; 2) Learning analytics brings out the relationship between the use of the online course and well-being, indicated by higher values in the dimension of hope supported, thanks also to the greater familiarity of students with learning disabilities towards assistive technology; 3) Dedicated Learning Analytics tools to evaluate and monitor the academic and scholastic success of students with disabilities.

If it is true that an important didactical model followed in the technologies applied to teach, it is also true that the Self directed in learning pursues the autonomy and independence of the student. This model is still far from being reached by disabled students, for who it is still assumed the presence of a tutor who supports them in learning with technology.