| Title | Chapter 11: Disabled students’ experiences of using assistive technologies in southern African universities |
|---|---|
| DOI | https://doi.org/10.4102/aosis.2025.BK494.11 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/494 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Nobert R Jere, Gardner Mwansa, Memory Ranga, Attlee M Gamundani & Pardon B Maoneke (eds.) Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Published on | 2025-04-11 |
| Long abstract | Students with disabilities often encounter several challenges related to digital inclusion, including inadequate access to assistive technologies, high costs of these technologies, inaccessible educational content and a lack of personalised learning. These barriers contribute to the digital divide by limiting educational opportunities and outcomes for students with disabilities. Assistive technologies are essential for enhancing digital inclusion, ensuring that digital advancements benefit everyone, regardless of physical or cognitive abilities, and promoting positive educational outcomes for students with disabilities in higher education. Consequently, exploring access to and the use of assistive technologies in educational settings is crucial. This chapter presents a scoping review of students with disabilities’ experiences using assistive technology in selected southern African universities. It highlights how assistive technologies facilitate digital inclusion by equipping students with disabilities with the tools needed to access educational resources and fully participate in academic life. A systematic search of articles related to assistive technologies and their use by university students with disabilities was conducted, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews. Searches of electronically available articles were performed using the Education Resources Information Centre, Scopus and Web of Science. English peer-reviewed publications from 2016 to 2023 were included, with 2016 serving as the starting year for identifying experiences within the context of the 2030 Agenda for Sustainable Development. A thematic synthesis was conducted on eight articles to develop key themes. The review highlighted both positive and negative experiences with assistive technologies and illuminated progress towards quality education through the recorded experiences of students with disabilities in university settings in the region. Recommendations for future research are provided in light of the findings. |
| Print length | 29 pages |
| Language | English (Original) |
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Sandra Makwembere is a senior lecturer in the Department of Human Resources Management at Walter Sisulu University, South Africa. Makwembere holds a PhD in Industrial and Economic Sociology as well as PGDips in Education and Disability Studies. Before her academic career, she spent six years working in civil society on social accountability projects across southern Africa which enhanced her expertise in public resource management and social justice. Her research focus areas include disability inclusion, technological change and public policy. Her current research emphasises the integration of ICT in higher education, particularly for marginalised communities, and she has published on the role of digital technologies in fostering inclusive learning environments. Her work aligns with contemporary issues in ICT for development by highlighting key challenges faced by persons with disabilities in accessing education. Makwembere has led different research initiatives, including projects on the inclusion of students with disabilities and the influence of non-formal entrepreneurship education for youth in disadvantaged communities. She is a peer reviewer of national and international academic journals. She also participates in professional associations in the fields of higher education, sociology and human resource management thus contributing to the advancement of knowledge and policy in these areas. In recognition of her scholarly contributions, Makwembere has been awarded the Productive Researcher Award at Walter Sisulu University for two consecutive years. Her research continues to add to the discourse on the intersection of technology, education and social equity, particularly in the Global South.
Obrain T Murire is a senior lecturer in the Department of Networking and Information Technology Support at Walter Sisulu University , South Africa, and a distinguished academic leader. Murire holds an honours degree, an MA degree and a PhD in Information Systems, as well as a postgraduate diploma (PGDip) in Higher Education, all from Fort Hare University. His research expertise spans several critical areas, including the 4IR, information security, emerging technologies in higher education and youth employability. Murire has made significant contributions to both local and international academic discourse through numerous journal publications, peer-reviewed conference proceedings and book chapters. His research is notable for its practical relevance, particularly in leveraging emerging technologies to improve educational outcomes and job prospects for young people. His work on the 4IR reflects his commitment to exploring how digital advancements are reshaping industries and employment landscapes, especially in developing countries.
Beyond his research, Murire plays a key role in academic mentorship, supervising both master’s and honours students and collaborating with colleagues on various research projects. His leadership as the research chairperson of his department has been instrumental in advancing the department’s research agenda and fostering an environment of scholarly collaboration and innovation. Outside the university, he is actively involved in community initiatives, contributing to research-driven solutions that address local challenges. His community work has led to several journal publications, further solidifying his reputation as a scholar dedicated to bridging the gap between academia and real-world applications.