Impact of Cognitive Learning Disorders on Accessing Online Resources

Abstract

The present document assesses the impact of learning cognitive disorders on accessing online resources. This is a thought exercise study and examines how technology, represented by online resources, is made available without discriminating against those with learning cognitive disorders. The learning impact has been assessed by the Human Factors based methods of Soft Systems Methodology (SSM), Usability Engineering (UE) and Ontology Sketch Modelling (OSM). The major finding of the study is that whilst there are tools that make access to many resources more equitable, there is still limited understanding of how those with cognitive disorders assimilate information. In addressing this aspect, the present document has examined the wider role of semantic web technology that by introducing codification of context and pragmatics can improve the presentation of knowledge such that those with cognitive learning disorders can achieve non-discriminatory access to online resources.