The use of assistive technology in inclusive education: understanding the experiences of students with learning disabilities at South African universities

Maswana, Lindokuhle Ngcwelekazi

Title: The use of assistive technology in inclusive education: understanding the experiences of students with learning disabilities at South African universities
Creator: Maswana, Lindokuhle Ngcwelekazi
ThesisAdvisor: Sishuta, Babalwa
Subject: Discrimination against people with disabilities
Subject: Ableism
Subject: Learning disabilities South Africa
Subject: College students with disabilities South Africa
Subject: Inclusive education South Africa
Subject: Assistive computer technology
Subject: Self-help devices for people with disabilities
Date: 2023-10-13
Type: Academic theses
Type: Master's theses
Type: text
Identifier: http://hdl.handle.net/10962/425160
Identifier: vital:72215
Description: The primary purpose of this study is to examine the experiences of students with learning disabilities in accessing assistive technology at South African universities. The field of learning disabilities is relatively emerging in South Africa. Critical scholarly literature demonstrates that universal access, democratic participation and inclusion remains a challenge for students with learning disabilities in higher education. This research is informed by the Social Model of Disability (SMD) and the Universal Design for Learning (UDL), which are considered vital elements of disability inclusion and transformation in higher education. The social model of disability provides valuable insights into social barriers that continue to marginalise, discriminate and exclude those living with disabilities. This research is primarily qualitative using in-depth semi-structured interviews. Quantitative surveys were utilised to further complement the research. The unit of analysis in this study were students with learning disabilities, academic, library, disability unit, Student Affairs Services and ICT staff members. Two universities were chosen for this purpose: one with a dedicated disability unit and another one still in its infancy in establishing a disability unit. The findings indicate that the disability services offered to the students at the two institutions are qualitatively different. This study reveals glaring gaps at institutional level in the nature and extent of support services available to students with learning disabilities: lack of adequate resources including funding, inaccessible assistive technology, lack of training and expertise and staff attitudes in dealing with students with learning disabilities. The study found that after the students with learning disabilities disclose, they are neglected, and experience negative attitudes and stigma. The study showed that sometimes it is hard and expensive to get accommodations as a student with learning disabilities. The findings suggest that having a dedicated disability unit increases inclusion and awareness about available services compared to universities that do not have them. A concern was raised by the staff members that students with disabilities do not make use of the available assistive technology. This study calls for integrating the universal design for learning with assistive technology to enhance the inclusion of students with learning disabilities in South African universities. This will assist students with learning disabilities to achieve better academic outcomes and complete their tasks more efficiently and independently. This study recognises that the provision of disability services is a costly enterprise but service delivery needs to be fast-tracked regardless.
Description: Thesis (MA) -- Faculty of Humanities, Sociology, 2023
Format: computer, online resource, application/pdf, 1 online resource (121 pages), pdf
Publisher: Rhodes University, Faculty of Humanities, Sociology
Language: English
Rights: Maswana, Lindokuhle Ngcwelekazi
Rights: Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)

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