This article maps considerations of inclusiveness and support for students with disabilities by reviewing articles within the field of learning analytics. The study involved a PRISMA-informed systematic review of two popular digital libraries, namely Clarivate’s Web of Science, and Elsevier’s Scopus for peer-reviewed journal articles and conference proceedings. A final corpus of 26 articles was analysed. Findings show that although the field of learning analytics emerged in 2011, none of the studies identified here covered topics of inclusiveness in education before the year of 2016. Screening also shows that learning analytics provides great potential to promote inclusiveness in terms of reducing discrimination, increasing retention among disadvantaged students, and validating particular learning designs for marginalised groups. Gaps in this potential are also identified. The article aims to provide valuable insight into what is known about learning analytics and inclusiveness and contribute knowledge to this particular nascent area for researchers and institutional stakeholders.

本文通过回顾学习分析领域的文章，描绘了对残疾学生的包容性和支持的考虑因素。该研究涉及对两个流行的数字图书馆（即 Clarivate 的 Web of Science 和 Elsevier 的 Scopus）进行同行评审期刊文章和会议记录的 PRISMA 信息系统审查。最终对 26 篇文章的语料库进行了分析。调查结果显示，虽然学习分析领域出现于 2011 年，但此处确定的研究均未涵盖 2016 年之前的教育包容性主题。筛选还表明，学习分析在减少歧视、提高教育包容性方面具有巨大潜力。弱势学生的保留率，并验证针对边缘群体的特定学习设计。还发现了这一潜力的差距。本文旨在提供有关学习分析和包容性的宝贵见解，并为研究人员和机构利益相关者为这个特定的新兴领域贡献知识。