Extending Mobile Personalization to Students with Special Needs

  • Efthimios AlepisEmail author
  • Maria Virvou
Part of the Intelligent Systems Reference Library book series (ISRL, volume 64)


This chapter focuses on describing an object oriented architecture that targets on extending mobile educational facilities to students with special needs. This is a common issue in mainstream schools, where students with special needs usually have problems in physical and/or mental participation in classes. These students often need a higher level of supervision and coordination by people related to them such as tutors, parents, therapists and co-students. Mobile computing can offer great opportunities in many cases, as in remote learning, communication, participation and naturally, supervision coordination. This chapter concludes presenting a mobile educational platform that keeps history models of students and records common problems, weaknesses and progress so that it may be used effectively by all parties involved in their education.


Mobile Phone Mobile Device Short Message Service Mobile Platform Voice Recognition 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Avramidis E, Bayliss P, Burden R (2000) Student tutor’s attitudes towards the inclusion of students with special educational needs in the ordinary school. Teach Tutor Educ 16:277–293Google Scholar
  2. Barbeau SJ, Winters PL, Georggi NL, Labrador MA, Perez R (2010) Travel assistance device: utilising global positioning system-enabled mobile phones to aid transit riders with special needs. IET Intel Transp Syst 4(1):12–23CrossRefGoogle Scholar
  3. Barrett JC (2000) A school-based care management service for students with special needs. Fam Community Health 23(2):36–42CrossRefGoogle Scholar
  4. Bertini E, Kimani S (2003) Mobile devices: opportunities for users with special needs. In: Lecture notes in computer science (including subseries Lecture notes in artificial intelligence and Lecture notes in bioinformatics), vol 2795, Springer, Berlin, pp 486–491Google Scholar
  5. Brooks C, Miller LC, Dane J, Perkins D, Bullock L, Libbus MK, Johnson P, Van Stone J (2002) Program evaluation of mobile dental services for children with special health care needs. Spec Care Dent Off Publ Am Assoc Hosp Dent Acad Dent Handicap Am Soc Geriatr Dent 22(4):156–160Google Scholar
  6. Chung MC, Vostanis P, Cumella S, Doran J, Winchester C, Wun WL (1999) Students with special needs: use of health services, behaviour and ethnicity. Stud Youth Serv Rev 21(5):413–426CrossRefGoogle Scholar
  7. Hasselbring TS, Glaser CHW (2000) Use of computer technology to help students with special needs. Future Stud 10(2):102–122Google Scholar
  8. Kracker MJ (2000) Classroom discourse: teaching, learning, and learning disabilities. Teach Tutor Educ 16:295–313Google Scholar
  9. Monibi M, Hayes GR (2008) Mocotos: mobile communications tools for children with special needs. In: Proceedings of the 7th international conference on interaction design and children, IDC 2008, pp 121–124Google Scholar
  10. Pearson V, Lo E, Chui E, Wong D (2003) A heart to learn and care? Tutors’ responses toward special needs students in mainstream schools in Hong Kong. Disabil Soc 18(4):489–508CrossRefGoogle Scholar
  11. Sullivan HT, Häkkinen MT, DeBlois K (2010) Communicating critical information using mobile phones to populations with special needs. Int J Emerg Manage 7(1):6–16CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2014

Authors and Affiliations

  1. 1.Department of InformaticsUniversity of PiraeusPiraeusGreece

Personalised recommendations