Provision of Assistive Technology for Students with Disabilities in South African Higher Education.

Sibonokuhle Ndlovu

doi:10.3390/ijerph18083892

Abstract

This paper used the Critical Disability Theory (CDT) to analyse the provision of assistive technology (AT) and assistive devices at an institution of higher education in South African. In this empirical study, data were collected through interviews with students with disabilities and Disability Rights Centre staff members. The paper sought to explore the effectiveness of the provision of AT and assistive devices, in terms of enabling students with disabilities’ learning. The provision was deemed inadequate, and a specific AT and assistive device was inaccessible to one category of disability, consequently limiting learning. The paper concludes that the provision of assistive devices at the institution enabled students with disabilities’ learning, however, there was a need for improvement by way of the Universal Design for Learning (UDL). The UDL will help all diverse students, including students with disabilities in all their categories of disability, to be assisted to learn through the provision of AT and assistive devices. It is hoped that the paper will contribute to contemporary debates on the provision of AT and assistive devices for people with disabilities in low-resource settings, from a South African context specifically, and in higher education broadly.

Highlights

The inclusion of all students in education broadly, and in learning in particular, has become a concern in higher education globally
The major themes included: (a) Institution making decisions on what assistive technology (AT) and assistive devices should be provided to students with disabilities; (b) Provision of AT and assistive devices enabling students with disabilities’ learning
The AT and assistive devices provided to students with disabilities are decided by the institution, through a specific structure, the Disability Rights

Summary

Introduction

The inclusion of all students in education broadly, and in learning in particular, has become a concern in higher education globally. Countries have ratified the international legal instruments, such as the Universal Declaration of Human Rights [1] and the Convention on the Rights of Persons with Disabilities (UNRPD) [2], to commit to inclusive education for all. From the Convention on the Right of Persons with Disabilities, assistive technology (AT) has been recognised as a human right [1]. It suggests that by ratifying the UN Convention, countries automatically endorse the use of AT to facilitate all persons’.

Methods

Results

Conclusion