The impact of assistive technology use for students with disabilities in higher education: a systematic review

Abstract

Purpose: This systematic review examines the impact of assistive technology (AT) on educational and psychosocial outcomes for students with disabilities (SWDs) in higher education. Materials and methods: Qualitative, quantitative and mixed method studies were identified through systematic searches of five databases: PsycINFO, PubMed, CINAHL, ERIC and Web of Science (Social Science Citation Index). The search was conducted in January 2018. Thematic synthesis was carried out to collate findings across papers and the methodological quality of included papers was assessed using a Mixed Methods Appraisal Tool (MMAT). Results: Twenty-six papers were included for analysis. Four analytic themes were identified; "AT as an enabler of academic engagement"; "barriers to effective AT use can hinder academic engagement"; "the transformative possibilities of AT from a psychological perspective"; and "AT as an enabler of participation". Conclusions: This systematic review identifies that AT can promote educational, psychological and social benefits for SWD. However, AT users and AT officers must be aware of certain factors, such as inadequate AT training, inadequacies of devices, availability of external support and the challenge of negotiating multiple information sources, can hinder effective AT use and thus restrict engagement in the higher education environment. Future AT practices should focus on harnessing the potential of mainstream devices as AT for all students, thus facilitating inclusion and reducing stigma. ä IMPLICATIONS FOR REHABILITATION Students with disabilities face academic, psychological and social challenges within the higher education environment. Assistive technology (AT) use can enable academic engagement and social participation and be transformative from a psychological perspective. Disability support staff in higher education should ensure that the AT needs of students with disabilities are met in order to enhance the educational experience. Harnessing the potential of mainstream devices as AT for all students will facilitate inclusion and reduce stigma.

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

“…The researcher is suggesting a way of using the UDL, where the provision of AT and devices to aid learning is planned from the outset for all diverse students, and not only for students with disabilities. Other scholars have also proposed that AT should be considered in the UD, if inclusive educational and social environments are to be created for all diverse people [ 3 ]. This paper reflects that AT and assistive devices should be incorporated into the UDL, which is more specific to teaching and learning because what is sought to be achieved is that all students with and without disabilities gain access to learning.…”

“…By way of definition, AT refers to products with the primary purpose to sustain individuals’ functioning and independence to promote their academic, social and physical wellbeing [ 3 ]. Assistive devices are also part of AT and include iPods, iPads, computers, and PowerPoint, among other [ 3 ]. One would argue that depending on the category and severity of disabilities, AT and assistive devices can enable and empower peoples’ functionality.…”

“…By providing students with disabilities appropriate AT and devices, they could access learning as easily as those students without disabilities [ 4 , 5 , 6 , 7 ]. A systemic review of the use of AT and devices by students with disabilities in higher education has revealed that it has significant positive impacts on their academic engagement, psychological wellbeing and social participation [ 3 ]. The argument presented is that AT and devices increase the performance of academic tasks and enhance learning, improve functionality, reduce activity limitations, promote social inclusion, and increase participation in education and the labour market [ 3 ].…”

“…A systemic review of the use of AT and devices by students with disabilities in higher education has revealed that it has significant positive impacts on their academic engagement, psychological wellbeing and social participation [ 3 ]. The argument presented is that AT and devices increase the performance of academic tasks and enhance learning, improve functionality, reduce activity limitations, promote social inclusion, and increase participation in education and the labour market [ 3 ]. From the assertion, it appears that AT and devices add significant value to the general performance of students with disabilities in higher education, and enable them to do what they might not have done otherwise.…”

Basic principles for the development of an AI-based tool for assistive technology decision making

“…The potential outcomes of assistive technology use and the impact it can have on the lives of people with disabilities have long been discussed and demonstrated in the literature (for recent examples see Refs. [1][2][3][4][5][6]). The COVID-19 pandemic and the introduction of social distancing and quarantine, led to at-risk populations, including those with disabilities, to be tied to their homes and has brought an added urgency to the planning and provision of assistive technologies.…”