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Advancing Adaptive Education: Technological Innovations for Disability Support

Rao Professional-1_edited.png
Dr. Eriona Çela
Ph.D. (University of Bari, Italy)

University of New York Tirana
Assoc. Prof. Narasimha Rao Vajjhala
Dean, Faculty of Engineering & Architecture
University of New York Tirana
Assoc. Prof. Mathias Fonkam
Pennsylvania State University
Dr. Philip Eappen
Ph.D. (Central Michigan University, USA)
Cape Breton University,  Canada

About the Editors

Dr. Eriona Çela is a distinguished academic currently serving as a Full-Time Assistant Professor at the University of New York Tirana, where she is a member of the Faculty of Law and Social Sciences in the Department of Psychology. She earned her Ph.D. in Teaching Methodology of English for Specific Purposes (ESP) from the University of Bari "Aldo Moro" in Italy, enhancing her extensive background in language education, which includes earlier degrees in English Language and Law from the University of Tirana and Business Academy College in Albania. Dr. Çela's research interests are broad and interdisciplinary, focusing on Law, Business English, Artificial Intelligence, Machine Learning, Deep Learning, Natural Language Processing, Teaching Methodology, ESP, Academic Writing, Higher Education, Plagiarism, and European Integration among others. She is well-versed in teaching a range of subjects, including Academic Writing, ESL, Business English, Law, and Legal English. She also has significant expertise in translating legal, business, and educational documents. Her academic experience spans several respected institutions, including previous roles as an Assistant Professor at the University of Luarasi, University of Elbasan "Aleksandër Xhuvani", University of Tirana, and University of Durrës "Aleksandër Moisiu". In addition to her academic roles, Dr. Çela has held significant administrative positions within the Albanian Ministry of Education and Sport, contributing to integration, coordination, and project feasibility. Dr. Çela is active in the academic community as a member and managing editor of various editorial boards, including those for the European Journal of Arts, Humanities and Social Sciences, and the International Journal of Risk and Contingency Management. Her contributions to conferences and scholarly journals are numerous, underscoring her commitment to advancing research and practice in her fields of expertise. She also brings practical insights into her teaching and research from her experiences as a trainer and higher education expert involved in quality assurance and educational reforms in Albania. This rich background informs her ongoing contributions to academic discussions and policy-making in education, both in Albania and internationally.

Assoc. Prof. Narasimha Rao Vajjhala is working as the Dean of the Faculty of Engineering and Architecture at the University of New York Tirana, Albania. He had previously worked as the Chair of Computer Science and Software Engineering programs at the American University of Nigeria. He is a senior member of ACM and IEEE. He is the Editor-in-Chief (EiC) of the International Journal of Risk and Contingency Management (IJRCM). He is also a member of the Risk Management Society (RIMS), and the Project Management Institute (PMI). He has over 23 years of experience teaching programming and database-related courses at both graduate and undergraduate levels in Europe and Africa. He has also worked as a consultant in European technology firms and has experience participating in EU-funded projects. He has completed a Doctorate in Information Systems and Technology (United States); holds a Master of Science in Computer Science and Applications (India), and a Master of Business Administration with a specialization in Information Systems (Switzerland).

Assoc. Prof. Mathias M. Fonkam is an accomplished Associate Teaching Professor at Penn State University with over 20 years of experience in computer science education and industry. He holds a Ph.D. in Computer Science and an M.Sc. in Systems Engineering from Cardiff University, UK. His professional journey includes serving as the Dean at the American University of Nigeria (AUN), where he spearheaded numerous initiatives, such as developing the university's Open Source ERP System and establishing various postgraduate programs. Dr. Fonkam's research interests span AI, data science, blockchain, and systems dynamics, with over 30 publications in reputable conferences and journals. He has also contributed significantly to curriculum development and accreditation processes in Nigerian universities. Fluent in English, Portuguese, and French, Dr. Fonkam is dedicated to advancing computing education and professional development, leveraging his extensive expertise in teaching, mentoring, and research.

Dr. Philip Eappen is an Assistant Professor of Healthcare Management at Cape Breton University. He is also a Director of Clinical Services and Transition to Community at the Breton Ability Center. With over a decade of experience in hospitals and healthcare management operations across different continents, Dr. Eappen is a seasoned professional. Before joining Cape Breton University, he taught at the University of Toronto, the Southern Alberta Institute of Technology, and Fanshawe College. He previously worked as a director of health services and chief administrator of healthcare operations at the American University of Nigeria. Additionally, he has taught as an adjunct faculty member at the American University and several other universities and colleges for many years. Dr. Eappen holds a Doctorate in Healthcare Administration from Central Michigan University, a Master of Business Administration in Health Care Management, and a Bachelor of Nursing. He also has a post-graduate certificate in international health from Central Michigan University and several other certifications from reputed universities worldwide. Dr. Eappen's field of research interest is healthcare innovations, especially healthcare informatics. He has authored numerous publications, including journal articles, book chapters, and books.

About the Book

This book will explore the intersection of education and technology, focusing on how adaptive learning strategies and tools can support students with disabilities. This book will cover theoretical foundations, technological frameworks, practical applications through case studies, emerging tools and techniques, and the ethical and future considerations of implementing such technologies in educational environments. The book will provide a comprehensive examination of how technologies like artificial intelligence, machine learning, and assistive tools can be leveraged to create inclusive and personalized learning experiences.


This book will significantly impact the research community by contributing to the existing body of knowledge by integrating insights from both educational theory and technological advancements, providing a robust framework for understanding adaptive education. This book will also provide detailed case studies offering practical insights and real-world applications that can inform future research and implementation strategies. This book will provide valuable recommendations for policymakers and educational practitioners, facilitating the development of more inclusive educational policies and practices. This book will also address ethical issues related to the use of AI and data in education and in this process promote a critical discourse on the responsible implementation of technology in learning environments.


The intended audience for this publication includes researchers and academics studying the fields of educational technology, special education, and inclusive education. This book will appeal to teachers, school administrators, and educational technologists seeking to implement adaptive learning strategies in their classrooms as practical insights and case studies are presented.


This book should also benefit officials involved in education policy and planning as they will gain a deeper understanding of the potential and challenges of adaptive education, guiding the creation of supportive policies and frameworks. This book should be of interest to developers of educational technologies and assistive tools as they will find inspiration and guidance for creating innovative solutions that cater to the diverse needs of students with disabilities.

Note: There are NO submission or acceptance fees for manuscripts submitted to this book publication.

Research Questions

The research questions guiding this book project include:

  • How can adaptive learning technologies be effectively integrated into existing educational frameworks to support students with disabilities?

  • What are the theoretical foundations and educational theories that underpin the development and use of adaptive learning technologies?

  • What are the ethical considerations and potential challenges associated with using artificial intelligence and machine learning in adaptive education?

  • How can case studies of adaptive learning implementations in various educational settings inform best practices and future strategies for inclusive education?

  • What emerging technologies hold the most promise for enhancing adaptive education, and how can they be effectively utilized to create inclusive learning environments?

Topics (Suggestive but not limited to)

The proposed tentative content for this book is given below:

  • Overview of Adaptive Education and Technology

  • Educational Theories Supporting Adaptive Learning

  • Constructivist and Connectivist Approaches

  • Universal Design for Learning (UDL)

  • Collaborative Learning Technologies for Students with Disabilities

  • Speech Recognition and Text-to-Speech Technologies

  • Customizable Learning Pathways

  • Neurodiversity and Personalized Education

  • Game-Based Learning for Students with Disabilities

  • Remote Learning Solutions for Students with Disabilities*

  • Parental Involvement in Adaptive Education

  • Professional Development for Educators*

  • Social and Emotional Learning (SEL) Support

  • Wearable Technologies and Health Monitoring

  • Learning Analytics for Disability Support

  • Virtual Assistants in Education

  • Multisensory Learning Approaches

  • Inclusive Curriculum Design

  • Peer Support and Mentoring Programs

  • Transition Planning for Higher Education and Employment

  • Policy and Legal Frameworks

  • Global Perspectives on Adaptive Education

  • Community Partnerships and Resources

  • Innovative Assessment Methods

  • Differentiated Instruction and Personalization

  • Technological Frameworks for Adaptive Education

  • Artificial Intelligence in Education

  • Machine Learning and Data Analytics

  • Assistive Technologies and Accessibility Tools

  • Case Study: Implementing Adaptive Learning in K-12 Education

  • Case Study: Adaptive Technologies in Higher Education

  • Case Study: Personalized Learning for Students with Autism

  • Emerging Technologies in Adaptive Education

  • Virtual Reality and Augmented Reality

  • AI-Powered Learning Tools

  • Designing and Implementing Adaptive Learning Environments

  • Best Practices for Inclusive Classrooms

  • Technological Infrastructure and Resources

  • Assessment and Evaluation in Adaptive Education

  • Data-Driven Decision Making

  • Ethical Considerations in Adaptive Education Technologies

  • Ethical Use of AI and Data

  • Privacy and Security Concerns

  • Barriers to Implementation and Solutions

  • Technological, Institutional, and Social Barriers

  • Strategies for Overcoming Challenges

  • The Future of Adaptive Education

  • Trends and Predictions

  • Policy Implications and Recommendations

  • Synthesis and Final Thoughts

  • Integrating Theory and Practice

  • Moving Towards a More Inclusive Educational System

Submission Guidelines

  • All papers must be original and not simultaneously submitted to another book, journal, or conference.

  • Submit an initial proposal, including the title of the chapter and the problem/purpose statement explaining the proposed chapter. The deadline for submission of the initial proposal (500 words) is August 4, 2024.

  • Submit your proposal through the following link: 


  • The full chapter is due by November 3, 2024.

  • The length of the chapter should be 5,000-6,000 words.

  • The paper should be formatted according to the template provided, and the chapter should use the APA 7th edition style of references. The template will be sent to the authors after the initial proposal is accepted.

Chapter Template

  • Feel free to email us if you have questions or want feedback on your proposed research question

  • You may also contact us via professional social media at:

Important Dates

  • Expression of Interest            -  August 11, 2024

  • Draft chapter due date           -  November 3, 2024 

  • Peer review period                 -  November, 2024

  • Finalized chapter due            -  December 15, 2024

  • Book publication date            -  January 2025

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