ArticlePDF AvailableLiterature Review

Abstract and Figures

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. • 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.
Content may be subject to copyright.
Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=iidt20
Disability and Rehabilitation: Assistive Technology
ISSN: 1748-3107 (Print) 1748-3115 (Online) Journal homepage: https://www.tandfonline.com/loi/iidt20
The impact of assistive technology use for
students with disabilities in higher education: a
systematic review
Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher
To cite this article: Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher
(2019): The impact of assistive technology use for students with disabilities in higher
education: a systematic review, Disability and Rehabilitation: Assistive Technology, DOI:
10.1080/17483107.2019.1642395
To link to this article: https://doi.org/10.1080/17483107.2019.1642395
Published online: 23 Jul 2019.
Submit your article to this journal
Article views: 23
View Crossmark data
REVIEW
The impact of assistive technology use for students with disabilities in higher
education: a systematic review
Aoife McNicholl
a
, Hannah Casey
b
, Deirdre Desmond
b
and Pamela Gallagher
a
a
School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland;
b
Department of Psychology, Assisting Living and Learning
Institute, Maynooth University, Maynooth, Ireland
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 sys-
tematic 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;andAT 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 mul-
tiple information sources, can hinder effective AT use and thus restrict engagement in the higher educa-
tion environment. Future AT practices should focus on harnessing the potential of mainstream devices as
AT for all students, thus facilitating inclusion and reducing stigma.
äIMPLICATIONS FOR REHABILITATION
Students with disabilities face academic, psychological and social challenges within the higher educa-
tion environment.
Assistive technology (AT) use can enable academic engagement and social participation and be trans-
formative from a psychological perspective.
Disability support staff in higher education should ensure that the AT needs of students with disabil-
ities 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.
ARTICLE HISTORY
Received 29 November 2018
Revised 18 June 2019
Accepted 8 July 2019
KEYWORDS
Assistive technology;
education; psychosocial;
students; disability
Introduction
Assistive technology (AT) is defined as any product whose primary
purpose is to maintain or improve an individuals functioning and
independence and thereby promote their wellbeing[1]. For peo-
ple with disabilities, AT has the potential to improve functioning,
reduce activity limitations, promote social inclusion, and increase
participation in education, the Labour market and civic life. AT has
been recognized as a human right in the United Nations
Convention on the Rights of Persons with Disabilities (UNCRPD) [2].
Traditionally, the benefits or outcomes of AT have been viewed as
self-evident by funding bodies and those who provide AT services
[3]. This has resulted in a relative gap in evidence for the impact of
AT on key outcomes such as participation and quality of life [4]but
there is also growing acknowledgement that research needs to
focus on impacts in user-valued domains [5].
Internationally, an increasing number of students with disabil-
ities (SWDs) are accessing and actively participating in education.
Data from the European Commission [6], for example, indicate
that over three quarters of children with disabilities are enrolled
in mainstream schools in Portugal, Spain, Ireland and Italy. In the
USA, increasing levels of engagement have also been docu-
mented, with 65.8% of SWDs participating substantially, if not
fully, within mainstream public school classrooms in 2014 com-
pared with 51.5% in 2004 [7]. Research at primary and post-pri-
mary school levels indicates that AT is a significant factor in
contributing to this change, improving both educational participa-
tion and subjective well-being [810].
With widening access in primary and post-primary education,
demand and opportunities for third level participation continue
to grow. European figures show that the percentage of students
studying in higher education who indicated they had a disability
or impairment was 25% or above in the Netherlands, Lithuania
and Ukraine [11]. In the UK, participation rates have been steadily
increasing with SWDs comprising 11.3% of the total
CONTACT Pamela Gallagher Pamela.Gallagher@dcu.ie School of Nursing and Human Sciences, Dublin City University, Glasnevin, Dublin 9, Ireland
ß2019 Informa UK Limited, trading as Taylor & Francis Group
DISABILITY AND REHABILITATION: ASSISTIVE TECHNOLOGY
https://doi.org/10.1080/17483107.2019.1642395
undergraduate population in 2013 versus 7.1% in 2004 [12]. A
similar trend has been observed in the USA [7].
While the increasing participation of SWDs in higher education
points to more inclusive education systems, SWDs still face aca-
demic, psychological and social challenges. Some disabilities affect
studentscapacities to actively engage in coursework, others
affect studentsabilities to move freely around campus. These
types of difficulties are exacerbated in the organizational and
structural characteristics of higher education environments e.g.,
large numbers of students in noisy lecture theatres, buildings
with poor accessibility [1315]. As a result, increased effort is
needed on the part of SWDs in order to achieve their academic
goals [14,16,17]. SWDs have lower levels of participation in extra-
curricular activities in higher education [17]; in some cases, the
extra time expended in academic endeavours limits opportunities
for social interactions outside of the classroom [14]. Social stigma
is a major challenge to integration within tertiary institutions and
is exacerbated by a lack of understanding of disabilities by the
wider higher education population. This can increase an individu-
als sense of isolation and reduce their willingness to disclose their
disability in an attempt to fit inamong their peers
[1416,1820].
Given the growing numbers of SWDs participating in higher
education, the additional challenges faced by some students and
the potential for AT to promote participation [21], there is a clear
need for better understanding of the impacts of AT in higher edu-
cation. To date, systematic reviews have focused on examining
the impact and use of specific AT devices or have considered AT
broadly but among specific user groups, rather than within spe-
cific contexts [2224]. Two systematic reviews have explored AT
within higher education settings among students with learning
disabilities and dyslexia, respectively [25,26]. The aim of this
review is to examine the impact of AT use on educational and
psychosocial outcomes among SWDs in higher education. By con-
sidering the weight of evidence across diagnostic boundaries and
AT classifications, this review will provide a comprehensive
description of the impact of AT use on educational and psycho-
social outcomes among SWD in higher education. Systematically
identifying the potential benefits of AT in these areas could have
important implications for the AT user themselves, while also
informing AT-related funding, practices and policy in higher
education.
Materials and method
Search strategy
In accordance with PRISMA guidelines [27], a systematic search of
the literature on the educational and/or psychosocial impacts of
AT use for those with disabilities in higher education was con-
ducted. Five databases were searched: PsycINFO, PubMed,
CINAHL, ERIC and Web of Science (Social Sciences Citation Index;
SSCI). Four were searched using a combination of indexed and
free text terms (i.e., PsycINFO, PubMed, CINAHL and ERIC). Web of
Science (SSCI) was searched using free text terms only. See
appendices for detailed search strategies: PsycINFO (Appendix 1),
PubMed (Appendix 2), CINAHL (Appendix 3), ERIC (Appendix 4)
and Web of Science (SSCI) (Appendix 5). The reference lists of eli-
gible papers were also searched.
Searches were limited to English language, peer-reviewed
papers during the time period 1 January 2007 to 26 January 2018.
We restricted the review to this period given the changing profile
of higher education enrolments, the rapid technological develop-
ments of the past decade, the increasing availability and
affordability of AT and the landmark publication of the UNCRPD
in 2007. Details on the number of papers present at each phase
of the review process can be seen in the PRISMA Flow Diagram in
Figure 1. This diagram is a graphical representation of the number
of papers identified in the systematic search and details the num-
bers of papers included at the title and abstract screening, full-
text screening and systematic review phases. It also details the
numbers of duplicates removed and papers excluded and the rea-
sons for exclusion of full-text papers.
Selection criteria
For the purposes of this review, disability is defined as astateof
decreased functioning associated with disease, disorder, injury, or
other health conditions, which in the context of ones environment
is experienced as an impairment, activity limitation, or participation
restriction[28, p. 1220]. Papers were deemed eligible for inclusion
if they examined the impact of AT on at least one educational or
psychosocial outcome. Educational outcomes were defined as any
variables related to a students academic engagement in a higher
education setting. Psychosocial outcomes were defined as any vari-
ables relevant to an individuals psychological and/or social func-
tioning within a higher education context. See Table 1 for detailed
information on inclusion and exclusion criteria.
Data extraction and synthesis
Screening of titles and abstracts of eligible papers was undertaken
by two reviewers (AMN and HC). Full texts of remaining papers
were then read by the same reviewers (AMN and HC) and agree-
ment was reached to exclude further papers that did not meet
inclusion criteria. For all stages, any differences in opinion were
resolved through consensus or discussion with a third and fourth
review author (PG and DD). The reasons for exclusions at the full-
text stage were recorded (see Figure 1). The following was
extracted from each paper: author and country of origin; study
design; sample size, disability type and AT type; and results rele-
vant to the research question (see Table 2).
Given the complexity and diversity of data within mixed-
method systematic reviews, there is no one gold standard synthe-
sis design or method of analysis. Multiple approaches can be
taken and are often informed by the research question and type
of data extracted from primary studies [2931]. A data-based con-
vergent design was adopted in this study; all quantitative and
qualitative data were analysed using the same synthesis method,
namely thematic synthesis [32]. The suitability of this type of syn-
thesis for diverse forms of evidence has been noted in the litera-
ture [3336].
Thomas and Hardens[32] 3-staged approach to thematic syn-
thesis was undertaken by AMN with independent review of
themes by PG and DD, followed by group discussion to clarify
and refine interpretations. First, data relevant to the research
question from the results sections of all studies were coded line
by line. In the case of quantitative data, codes were developed
from the narrative descriptions of statistical analyses. Next, similar
codes were organized together into descriptive themes. The final
stage involved the development of the descriptive themes into
analytic themes.
Quality appraisal
All 26 papers were quality appraised using the Mixed Methods
Appraisal Tool (MMAT version 2011) [37]. The MMAT was
2 A. MCNICHOLL ET AL.
specifically designed for use in systematic mixed studies reviews
and allows the appraisal of quantitative, qualitative and mixed
method papers using one tool [38]. This tool has demonstrated
good reliability and efficiency and was shown to be the most con-
sistent when compared with other tools which allow appraisal of
multiple study types [39,40]. It has also been used widely in other
systematic mixed studies reviews [4145].
In the MMAT, the first stage involves assessing all papers suit-
ability for further appraisal using two screening questions;
whether the paper has clear research questions and if the data
collection method was appropriate to answer these research
questions. There are three response categories; Yes,No,Cant
tell. If both screening questions meet the criteria (Yes
response), then further appraisal is considered appropriate. The
Table 1. Inclusion/exclusion criteria.
Inclusion criteria Exclusion criteria
Participants have a disability (any type), require and/or use any type of AT
and are current higher education students (or where data for this group
could be clearly disaggregated from other reported data)
Absence of disability among participants
Absence of AT use or requirement
Non-current students of a higher education institution
AT-related educational and/or psychosocial outcomes are examined No AT-related educational or psychosocial outcomes reported
Qualitative, quantitative or mixed method papers AT outcomes measured prior to higher education
Papers in the English language
Empirical, peer reviewed
Papers idenfied through search strategy (n= 3,890)
PsycINFO (n= 609), PubMed (n= 1,033), CINAHL (n=
746), Web of Science SSCI (n= 756), ERIC (n= 746)
Duplicates removed
(n= 1,157)
Titles and abstracts screened
(n= 2,733)
Papers excluded
(n= 2,607)
Full text papers assessed for eligibility
(n= 126)
Papers excluded, with reasons (n= 102)
No higher educaon parcipants (n=38)
No AT-related educaonal or
psychosocial outcomes reported (n= 25)
No AT use (n= 16)
Not empirical (n= 12)
Higher educaon students not
disaggregated (n= 8)
Data from students with disabilies not
disaggregated (n= 2)
AT outcomes measured prior to HE (n=1)
Papers included
(n= 26)
Addional papers idenfied through the reference lists of
eligible papers (n= 14)
Papers selected for
inclusion (n= 2)
Papers excluded, with reasons (n= 12)
No AT-related educaonal or
psychosocial outcomes reported (n= 7)
No AT use (n=3)
No higher educaon parcipants (n= 1)
No disabled parcipants (n= 1)
Figure 1. PRISMA diagram of the number of papers present at each stage of the systematic review process.
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 3
Table 2. Overview of included studies.
Author [Ref]
Country of
origin Study design Sample size Disability and AT type Main findings
Ashby and Causton-
Theoharis [49]
USA Qualitative 14 Autism
Facilitated communication (FC)
Importance of a PA to facilitate AT use. Greater sense of
inclusion after others became familiar with disabled
student and their AT needs. FC enabled students to
socially interact with others in the college environment
Bhardwaj and Kumar [50] India Mixed Method 95 Visually impaired
Wide variety of AT
Significant association between knowledge of braille and
increased academic performance
Christ [51] USA Mixed Method 5 SWD Visual impairment (n¼1), visual & fine motor
impairment (n¼1), rest unclear
Wide variety of AT
Increased academic performance since using AT. AT use also
promoted self-confidence and a greater sense of
autonomy in completing academic tasks
Floyd and Judge [52] USA Mixed Method 6 Specific learning disability
Classmate reader
For some students, using the classmate reader device
greatly improved reading comprehension while others
only showed slight improvements. Beneficial in terms of
increasing reading rate and retention, enhancing learning
and promoting independence
Foley and Masingila [53] Kenya Qualitative 20 Visual impairment
iOS devices (iPod and iPad mini) with built-in
accessibility features
Reading, note taking and written assignments completed
more easily and efficiently using iOS device. AT increased
participation in class discussions and enabled students to
independently engage in coursework. Promoted
opportunity for social interactions with peers and resulted
in the formation of a social group of AT users
Hadjikakou et al. [13] Cyprus Qualitative 10 Mobility impairments
Computer
Computer enabled student to produce written text quickly
which was beneficial in exam situations
Hanafin et al. [54] Ireland Qualitative 16 Physical disability (n¼4), hearing impairment (n¼2),
hearing and physical disability (n¼1), visual
impairment (n¼2), dyslexia (n¼7)
Speech recognition software
Inadequate training in how to use speech recognition
software resulted in poor exam performance
Harshman et al. [55] USA Qualitative 1 Visual impairment
Wide variety of AT
Limited screen display on the Braillenote device made it
difficult for student to complete written work. Multiple
sources of competing information resulted in student
becoming overwhelmed and choosing not to attend to
their screen reader. The presence of a teaching assistant
enabled student to effectively use their AT
Heiman and Shemesh [66] Israel Quantitative 363 with LD, 601
without LD
Learning disability (LD)
AT not specified
AT use was significantly correlated with hope scores for
those with learning disabilities
Hendricks et al. [67] USA Quantitative 56 Traumatic brain injury
Cognitive support technology- iPads with apps
AT use was significantly associated with students becoming
more sociable, independent and positive
Kernohan [56] Canada Mixed Method 10 SWD survey, 3
SWD interview
Visual impairment (n¼1), mental illness (n¼1), ADD
(n¼1), hearing impairment (n¼2), brain injuries
(n¼2), learning disabilities (n¼4) (one student
had two disabilities)
Wide variety of AT.
Kurzweil enabled one student to read at a faster rate and
improved comprehension of test questions. Inaccuracies
of Dragon software caused frustration and led to
infrequent use
Kuzu [57] Turkey Mixed Method 12 Hearing impairment
Personal digital assistant (PDA)
PDAs were beneficial in terms of communicating with peers
about course related difficulties, facilitating expression of
opinions, accessing educational material and note taking
in class
Lartz et al. [61] USA Qualitative 9 Hearing impairment
Wide variety of AT
AT promoted active participation in class, social interactions
between students and academic staff, enhanced learning,
increased self-confidence, independence and access to
educational materials for SWD. PowerPoint was also
identified as beneficial for students without disabilities
and lecturers alike which promoted a sense of inclusion
for SWD. Multiple sources of competing information
limited the efficacy of AT
(continued)
4 A. MCNICHOLL ET AL.
Table 2. Continued.
Author [Ref]
Country of
origin Study design Sample size Disability and AT type Main findings
Malcolm and Roll [46] USA Quantitative 353 Learning disability (37.6%), mental illness (10.8%),
visual deficit (8.6%), central nervous system
damage (7.7%), cognitive-perceptual deficit (7.0%),
attention deficit disorder or attention deficit
hyperactivity disorder (6.6%), other (6.2%),
mobility deficit (5.7%), pain (3.5%), autism
spectrum disorder (3.3%), unspecified (3.1%)
AT not specified
AT use was significantly related to an increase in
performance of academic tasks such as reading, writing,
note taking, test taking and studying. AT also increased
academic performance and assisted students in
continuing in their course
Malcolm and Roll [47] USA Quantitative 187 Learning disability (n¼74), autism spectrum disorder
(n¼5), attention deficit disorders (n¼17), other
cognitive/behavioural (n¼9)
AT not specified
AT use was significantly associated with increased
performance of academic tasks such as reading, writing,
note taking, test taking and studying
Malcolm and Roll [48] USA Quantitative 455 Learning disability (37.6%), mood disorder (10.8%),
visual deficit (8.6%), CNS damage (7.7%), mental/
behavioural disorder (16.9%), mobility deficit/pain
(9.2%) and unspecified (9.2%).
AT not specified
AT use was associated with a significant increase in
performance of academic tasks such as reading, writing,
note taking, test taking and studying regardless of ones
disability type
Mosia and Phasha [65] Lesotho Qualitative 11 SWD Visual impairment (n¼5), hearing impairment
(n¼1), physical disability (n¼5).
Wide variety of AT
Lack of training in how to use AT hindered exam
performance. Inadequacies of AT made it difficult for
students to access important educational materials online
and study information from lectures
Nelson and Reynolds [58] USA Qualitative 5 Language-based LD (n¼1), ADHD (n¼1), ADHD and
psychological condition (n¼1), cerebral palsy and
ADHD (n¼1), dyslexia (n¼1)
Speech recognition software (Dragon)
Dragon software allowed students to produce written text
more quickly, reduce spelling errors and increase
vocabularies. This promoted self-expression, self-
confidence and in turn motivation to pursue career goals
Rice et al. [68] USA Quantitative 39 Physical disabilities. Traumatic injury (n¼17), non-
traumatic (n¼22).
Manual or power wheelchair
Manual wheelchair use promoted a greater sense of mobility
and independence in comparison to power wheelchair
use. Self-esteem was not associated with type of
wheelchair use or years spent using a wheelchair
Sachs and Schreuer [17] Israel Quantitative 170 SWD, 156
without disability
Neuromuscular diseases (n¼61), sensory (n¼65),
psychiatric disabilities (n¼39), multiple disabilities
(n¼5)
Computer
Computer users reported enhanced writing experiences and
increased engagement in college clubs, societies and
organizations compared to non-computer users
Schmitt et al. [59] USA Quantitative 3 Reading disability (n¼2), reading disability and
language disorder (n¼1).
Reading pen
Students deemed AT to be beneficial for their reading
comprehension. Efficacy was mixed according to statistical
analysis
Seale et al. [64] UK Qualitative 54 Majority with dyslexia (no exact figures).
AT not specified
AT use positively impacted on grades for one dyslexic
student
Smith-Osborne [62] USA Mixed Method 35- 6 SWD Disability type not specified.
Personal electronic response systems (clickers)
Clickers promoted active participation in the class by all
students, not just SWD. However, the clicker was only
beneficial if student completed adequate training in how
to use it
Stinson et al. [63] USA Quantitative 48 Hearing impairment
Speech to text technology
No significant difference between retention of information
from a lecture after using speech to text technology
compared with interpreting services
Tanners et al. [60] USA Mixed Method 1 Learning disability
iPod (text-to-speech software)
Increased confidence in reading abilities and enabled
student to read at a much faster rate
Wessel et al. [69] USA Qualitative 10 SWD Mobility impairments
Wheelchair
Wheelchair use increased ones sense of autonomy and gave
students the freedom to move freely around the college
campus. Residing with other wheelchair users in college
facilitated a sense of inclusion and belonging
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 5
next stage involves assessing the paper using the checklist rele-
vant to the study design. The qualitative component and quanti-
tative components each contain four criteria for assessing the
paper while the mixed method component contains three criteria.
Every criterion is assessed using the response categories Yes,
Noor Cant telland an overall score calculated for each paper
ranging from 0% (no criteria met) to 100% (all criteria met). In the
case of mixed method papers, the mixed method component is
used in addition to the qualitative component and appropriate
quantitative component and an overall score calculated.
Results
Study and sample characteristics
Twenty-six papers describing twenty-five studies were deemed eli-
gible for inclusion. Sixteen papers were from the USA, two papers
from Israel and one paper from Cyprus, Canada, India, Ireland,
Kenya, Lesotho, Turkey and the UK, respectively. The studies
included quantitative (n¼8), qualitative (n¼10) and mixed
method (n¼7) designs.
Sample size varied across studies ranging from 1 to 964 partici-
pants. Some papers focused on singular but broad categories of
diagnoses, other papers included participants with a variety of
diagnoses and two did not specify the types of disabilities experi-
enced by all participants. AT use also varied widely with some
papers focusing on a specific category of AT, others reported on a
variety of different ATs and some did not specify what type of AT
was used. See Table 3 below for a full breakdown of AT and dis-
ability types across the papers.
Quality assessment
The quality appraisal of included papers is outlined in Table 4.
Seven papers met 100% of the criteria, seven papers met 75% of
the criteria, eleven papers were of adequate quality meeting 50%
of the criteria and one paper was poor quality only meeting 25%
of the criteria. Generally, the quality of mixed method papers was
quite low with all studies failing to consider the limitations associ-
ated with integration. The majority of qualitative papers did not
address reflexivity of the researcher.
Table 4. Quality scores for included studies using the Mixed Methods Appraisal Tool (MMAT).
Study design Criteria metCriteria not met/cannot tellOverall MMAT score (%)
Quantitative non-randomized
Heiman and Shemesh [66] 3.1, 3.2, 3.3, 3.4 100
Hendricks et al. [67] 3.1, 3.3 3.2, 3.4 50
Malcolm and Roll [46] 3.1, 3.2, 3.3, 3.4 100
Malcolm and Roll [47] 3.1, 3.2, 3.3, 3.4 100
Malcolm and Roll [48] 3.1, 3.2, 3.3, 3.4 100
Sachs and Schreuer [17] 3.1, 3.2, 3.3, 3.4 100
Schmitt et al. [59] 3.1, 3.2, 3.3, 3.4 100
Stinson et al. [63] 3.2, 3.3 3.1, 3.4 50
Quantitative descriptive
Rice et al. [68] 4.1, 4.3 4.2, 4.4 50
Qualitative
Ashby and Causton-Theoharis [49] 1.1, 1.2, 1.3 1.4 75
Foley and Masingila [53] 1.2, 1.3, 1.4 1.1 75
Hadjikakou et al. [13] 1.1, 1.2, 1.3 1.4 75
Hanafin et al. [54] 1.1, 1.2, 1.3 1.4 75
Harshman et al. [55] 1.1, 1.2, 1.3 1.4 75
Lartz et al. [61] 1.1, 1.2, 1.3 1.4 75
Mosia and Phasha [65] 1.1, 1.2, 1.3 1.4 75
Nelson and Reynolds [58] 1.1, 1.3 1.2, 1.4 50
Seale et al. [64] 1.1, 1.2 1.3, 1.4 50
Wessel et al. [69] 1.1, 1.2, 1.3, 1.4 100
Mixed method
Bhardwaj and Kumar [50] 1.3, 4.1, 4.2, 5.1 1.1, 1.2, 1.4, 4.3, 4.4, 5.2, 5.3 25
Christ [51] 1.2, 1.3, 4.1, 4.2, 5.1, 5.2 1.1, 1.4, 4.3, 4.4, 5.3 50
Floyd and Judge [52] 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.4, 5.1 1.4, 5.2, 5.3 50
Kernohan [56] 1.1, 1.2, 1.3, 1.4, 4.1, 4.4, 5.1, 5.2 4.2, 4.3, 5.3 50
Kuzu [57] 1.1, 1.2, 1.3, 1.4, 4.1, 4.3, 5.1, 5.2 4.2, 4.4, 5.3 50
Smith-Osborne [62] 1.2, 1.3, 3.2, 3.3, 3.4, 5.1 1.1, 1.4, 3.1, 5.2, 5.3 50
Tanners et al. [60] 1.2, 1.3, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2 1.1, 1.4, 5.3 50
Full list of criteria can be downloaded from Pluye et al. [37]. Criterion 3.3 was not applicable to some papers so instead another criterion was created as per
Pluye et al. [37] guidelines. These papers were judged on the criterion is the statistical analysis appropriate to answer the research question?.
Table 3. AT and Disability types examined across included studies.
Disability type No. of papers AT type No. of papers
Learning disability [52,59,60,64,66] 5 iOS devices with accessibility features and/or apps [53,60,67]3
Visual impairments [50,53,55] 3 Wheelchair [68,69]2
Hearing impairments [57,61,63] 3 Speech recognition software [54,58]2
Physical disabilities [13,68,69] 3 Reading devices [52,59]2
Autism [49] 1 Computers [13,17]2
Traumatic brain injury [67] 1 Facilitated communication [49]1
Variety of diagnoses [17,46,47,48,54,56,58,65] 8 Captioning software [63]1
Not specified [51,62] 2 Personal electronic response system [62]1
Personal digital assistants (PDA) [57]1
Variety of different ATs [50,51,55,56,61,65]6
Not specified [46,47,48,64,66]5
6 A. MCNICHOLL ET AL.
Synthesis of results
Using the process of thematic synthesis [32], four analytic themes
were identified in the data. These were AT as an enabler of aca-
demic engagement,Barriers to effective AT use can hinder edu-
cational engagement,The transformative possibilities of AT from
a psychological perspectiveand AT as an enabler of partic-
ipation. Each of the themes is reported in detail below.
Theme 1: AT as an enabler of academic engagement
AT has the potential to support SWD engagement with their aca-
demic work. This includes enabling SWD to perform common aca-
demic tasks more easily, allowing SWD to access and engage with
educational material related to their course, increase their learning
and promote improved academic performance. In some papers,
AT was not only beneficial to SWD but also to students without
disabilities and lecturers alike. In relation to academic engage-
ment, AT was seen as an enabler but not driver of change across
the papers; it made engagement easier rather than initiating it. It
was viewed in a positive sense as an enhancerconsistent with a
right based universal model.
AT enabled SWD to complete common academic tasks more
easily and efficiently. Two studies measured the impact of various
different types of AT devices and found that AT use, in general,
was associated with increased performance of educational tasks
such as note taking, test taking, studying, reading and writing for
SWD [46,47], regardless of ones disability type [48]. Other studies
focused on the impact of specific AT devices on studentsper-
formance of academic tasks [13,17,4960]. Computers significantly
improved writing experiences for SWD in two studies [13,17], as
did speech recognition software in one paper, in terms of ena-
bling students to produce written text more quickly, reducing
spelling errors and promoting the use of wider vocabularies [58].
Reading pens, iPads (with text to speech feature enabled),
Kurzweil, a classmate reader device and an iPod (with text to
speech feature enabled) all positively impacted on studentsread-
ing ability in some way, with certain devices improving compre-
hension [52,59], while others increased reading rate and/or ease
at which reading tasks could be completed [52,53,56,60]. The use
of specific AT devices such as an iPad and PDA made note taking
and subsequently revising for exams or completing assignments
more convenient [53,57].
AT also enhances learning and promotes engagement of SWD
both inside and outside the classroom. Two papers found that
the AT provided a visual representation of learning material which
promoted active participation in the class [61,62]. Three papers
found that AT enhanced learning [17,52,61]; in two of these
papers AT increased retention of information [52,61]. One paper
found no significant difference in information retention following
a lecture between those who used speech-to-text services com-
pared to those who used an interpreter [63]. Three papers found
that SWD were able to access educational materials easily and
conveniently through the use of iPads, PDAs and Mallard system
which also facilitated their learning [53,57,61].
Increased academic performance was another advantage of AT
use for SWD. Eight papers reported that AT improved grades or
enabled the SWD to perform better [46,50,51,55,58,60,61,64],
while the majority of SWD in one paper report that AT enabled
them to persist in their course of study [46].
AT is not only beneficial for SWD, but also for students without
disabilities and academic staff. The use of PowerPoint and clickers
was considered to be advantageous for all students regardless of
whether they had a disability or not [61,62]. One paper also men-
tioned the benefits of AT for facilitating a lecturers engagement
with the topic [61]. While the other papers did not explicitly men-
tion the benefits of AT for those without disabilities, many of the
papers examined the use of generic devices as AT, which have
the potential to be used by anyone for educational purposes.
Theme 2: Barriers to effective AT use can hinder educational
engagement
Predominantly, AT use was positive for SWD academic engage-
ment as described above. However, there were certain situations
identified across the papers when AT could not be used effect-
ively by SWD and this hindered their educational engagement.
These included inadequate training for SWD, inadequacies of
devices themselves, difficulty in negotiating multiple sources of
competing information and the unavailability of appropriate sup-
port from others to facilitate effective AT use.
Inadequate training in how to effectively use the AT was a sig-
nificant barrier which hindered the educational engagement of
SWD. Two papers reported that students were not adequately
trained or familiar with the AT and as a result performed poorly
in exams [54,65]. Two other papers found that the AT is only
beneficial for educational engagement if the student completes
adequate training [58,62].
Inadequacies of ATs were another factor which hindered stu-
dentslearning and performance. These included limited screen
displays, outdated programmes, poor quality recordings, inability
to selectively choose a portion of the recording to listen to and
inaccuracies when using the device. Such inadequacies resulted in
students using the device infrequently [56] and limited students
ability to complete written assignments quickly and efficiently,
study information from lectures and access relevant educational
materials online [55,58,65].
Multiple sources of competing information were another factor
that hindered the efficacy of AT devices. Two papers reported stu-
dents becoming overwhelmed by multiple information sources
and having difficulties concentrating, thus choosing not to attend
to their screen reader [55] or depending on their interpreter to
indicate the usefulness of PowerPoint during a lecture [61].
The presence of an individual to facilitate AT use was an
essential factor in three papers [49,55,61]. The unavailability of
appropriate support from a personal assistant, teaching assistant
or interpreter made it difficult if not impossible for some SWD to
engage in the academic task using the AT device [49,55,61]. This
was dependent on the nature and severity of disability.
Theme 3: The transformative possibilities of AT from a psycho-
logical perspective
AT has the potential to facilitate positive psychological change for
SWD. Across a number of papers, AT use was found to signifi-
cantly contribute to psychological variables such as hope, confi-
dence, motivation, sense of autonomy, self-expression and sense
of belonging. In a number of papers, it was seen as the driver of
positive psychological change; SWD were more autonomous,
motivated and confident as a result of AT use. When AT was
viewed in a positive sense as a tool of empowerment, it also had
a positive effect on the mind-sets of those without disabilities,
changing perceptions and reducing stigma. However, this seems
to be contingent on the familiarity of others with the person with
a disability and their AT use.
AT use empowers SWD to be more positive, confident and
motivated. AT promoted hope and positivity for SWD in two
papers [66,67]. The use of Powerpoint, smartboard, iPads, iPods,
speech recognition software and screen reading software all
increased the confidence of SWD in some way, with some devices
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 7
enabling participation in class discussions [53,61], one device
increasing confidence in ones reading abilities [60], while others
promoted academic performance which resulted in greater self-
confidence [51,58]. In one paper, this sense of confidence was
linked to increased motivation to continue writing and pursue
career goals [58]. One paper found no significant relationship
between type of wheelchair use or years spent using a wheelchair
and self-esteem [68].
AT use also had a significant positive impact on participants
sense of autonomy. The use of PowerPoint, iPads, the classmate
reader device and computer programmes enabled SWD to inde-
pendently engage with and complete coursework [5153,61];
iPads additionally afforded students with visual impairments a
degree of privacy in their personal communications [53]. In one
paper, this newfound sense of independence, afforded by speech
recognition software, enabled SWD to easily self-express creatively
while writing [58]. AT use also promoted feelings of independ-
ence and control in day to day college activities [51,6769]. Two
papers looked specifically at wheelchair use; one paper reported
that manual wheelchair use promoted higher levels of cognitive
independence and mobility compared with power wheelchair use
[68]; while the other found that wheelchair use in general gave
SWD a sense of freedom and autonomy to decide what they
wanted to do and where they wanted to go [69].
AT use also affected participantssense of belonging within
the higher education environment. Feelings of inclusion were
dependent on how others viewed SWD and their AT use. In one
paper, SWD were an integral part of the college campus due to
residing and integrating with others who also used wheelchairs
[69]. The fact that these students had common, shared experi-
enced because of their AT use probably facilitated this sense of
belonging. Similarly, in another paper where both students with
and without disabilities used the same AT device, SWD report
feeling more included in the class [61]. In this case, SWD did not
feel different because of their AT use as this device was viewed
as being beneficial to all. Familiarity of others with the SWD and
AT use seemed to be key in relation to creating an inclusive envir-
onment. Two papers reported that perceptions of others towards
SWD and AT use became more positive once they were accus-
tomed to the SWD and their AT [49,53], which in turn facilitated
feelings of inclusion in the college campus [49]. In one paper
where SWD used facilitated communication, some reported feel-
ing socially isolated from their classmates in the beginning, while
others were considered incompetent by university staff due to a
lack of understanding of their AT needs, hampering their inclusion
within their academic course [49].
Theme 4: AT as an enabler of participation
AT use was shown to increase social interactions, provide oppor-
tunities for learning support, promote active engagement with
peers in course-related discussions, promote engagement in clubs
or groups and encourage the creation of a social group of AT
users across a number of papers. However, for those who
depended on AT for communication purposes, the efficacy of
interactions depended on the group size and personal assistants
giving students personal space.
AT empowered SWD to interact more with others and engage
with peers in course-related discussions. Five papers found that
SWD became more sociable in general within the higher educa-
tion environment due to AT use [49,53,6769], with one paper
specifying that it enabled the student to greet fellow classmates
in the corridors [49], while another stated that AT use enabled
SWD to make friends through social networking sites [53]. In two
papers, SWD routinely used their AT for learning support in terms
of communicating with their lecturers about problems they were
experiencing [61] or asking peers for help in relation to their
coursework [57]. One paper reported the usefulness of AT for dat-
ing purposes for a deaf student, but also as a convenient way of
communicating with both peers and academic staff through
instant messaging and email as most were not trained in sign lan-
guage [61]. For course-related discussions, AT use facilitated stu-
dents in expressing their opinions both in class [61] and
online [53,57].
However, social interaction and group discussion were not as
easy and straight forward for all SWD. Non-verbal autistic stu-
dents, who used facilitated communication, found social integra-
tion difficult and often experienced social isolation [49]. The
requirement for a personal assistant to be close by to support
communication also restricted the development of natural peer
interactions [49]. However, these students reported that small
group discussions facilitated interaction with peers, giving stu-
dents an opportunity to express their opinions through facilitated
communication [49].
Another advantage of AT use was increased involvement in
clubs and groups or the creation of new social groups. One paper
found that computer users had more involvement with college
clubs, societies and organizations than non-computer users [17].
AT users have shared experiences and something in common by
virtue of the fact they use AT, which also creates the potential for
a social group of AT users. This group could facilitate the inclu-
sion of SWD, through identifying with others who are in a similar
situation. Two papers refer to this, the first mentioning the social
integration of wheelchair users within the same institution [69],
the second referring to a social group of visually impaired stu-
dents who use iPads daily in college [53]. In one paper, the social
group of AT users not only enhanced studentssocial participation
but also served as peer learning support for new AT users [53].
Discussion
This systematic review is the first to synthesize existing evidence
on the impact of AT use by SWD in higher education. AT has sig-
nificant positive impacts on academic engagement, psychological
well-being and social participation. AT use was found to improve
SWD performance of academic tasks, increase learning and
engagement with educational materials and increase academic
performance. Some papers also reported the benefits of AT for
students without disabilities and academic staff. This demon-
strates a shift in how AT should be viewed. AT is predominantly
considered in relation to someone with a disability or impairment;
as a device which can alleviate the burden or challenges associ-
ated with ones disability [7074]. However, as a society, we need
to re-evaluate this perception. AT is a powerful tool not only for
SWD, but also for students without disabilities and academic staff
alike. With advances in technologies over recent years, we are
seeing a significant shift in what we term AT, with mainstream
devices now offering accessibility features [75,76]. The papers
included in this systematic review exemplify this with eight
papers examining the use of more generic devices, such as iPods,
iPads, computers, PowerPoint, etc. as AT for educational engage-
ment [13,17,53,57,6062,65]. Moving forward, we need to inte-
grate a universal design for learning approach with individual AT
needs, to maximize the benefits for all, not just the SWD [77,78].
By doing this, AT can become more normalisedwithin an aca-
demic setting, facilitating SWD desire to fit inwith their peers
[14,16,18,20]. Future research should explore what factors should
8 A. MCNICHOLL ET AL.
be considered integrating individual AT needs with a universal
design for learning approach.
The second theme found that barriers to effective AT use can
hinder educational engagement. Such barriers included inad-
equate training, inadequacies of technologies themselves, diffi-
culty in negotiating multiple sources of competing information
and lack of appropriate support from others in using AT. These
barriers can be understood with reference to the Matching Person
and Technology (MPT) Model [79,80]. The MPT Model postulates
that AT use depends on interactions between contextual (e.g.,
adequate training), person (e.g., functional abilities, personal pref-
erences) and technology (e.g., capabilities of the device) factors.
Careful attention to each of these factors is needed to optimize
AT use. In particular, ensuring that the environment/context is
supportive of AT is critical. Disability support services within the
higher education environment are of utmost importance to SWD
in promoting a sense of acceptance and belonging and ensuring
the appropriate supports are received [14,81]. However, institu-
tional policies and procedures can make it difficult for SWD to
acquire the AT they need in a timely fashion [14,82] and
unaccommodating lecturers can also inhibit AT use [19]. One sig-
nificant challenge for SWD is the expectation for them to adapt
and fit into the existing learning environment regardless of
individual requirements [14,82]. Adopting a Universal Design for
Learning approach concurrently with supporting individual AT
needs can help address this challenge by exposing students to a
curriculum which is flexible to their preferences while also taking
into account specific AT needs [77,82]. AT officers in higher edu-
cation institutions who are cognizant of the interplay between
contextual, person and technology factors, as outlined in the
MPT, can ensure that the AT device is appropriate to individual
needs and can be used effectively.
The third theme discusses how AT promotes positive psycho-
logical change for SWD. AT empowers SWD to be more confident,
autonomous and motivated. AT is portrayed more as the driving
force of psychological change, a tool of empowerment rather
than enablement for SWD. In addition, when AT is viewed in a
positive sense by others rather than as a tool to alleviate the bur-
den of disability, it can facilitate inclusion and a sense of belong-
ing in the higher education environment. AT viewed in this way
was found to reduce stigma and change perceptions. This again
points to the importance of normalisingAT use, making it
acceptable and realizing its potential benefits for all, in order to
reduce stigma and facilitate inclusion [83]. Future research should
explore in more detail the benefits of AT use for all and the fac-
tors that are important in relation to reducing stigma.
The fourth theme identified AT as an important enabler of par-
ticipation in the higher education environment. AT facilitated peer
related discussions surrounding course material, provided a means
by which SWD could resolve course-related problems, promoted
engagement in clubs and societies and provided the opportunity
to form social groups of AT users. One key recommendation by
AT experts and users alike is the creation of social networks of
users. Potential benefits include opportunities to exchange AT-
related knowledge and reduce the risk of social isolation [76]. As
identified from the systematic review, AT provides an opportunity
for the formation of these social groups. However, these social
groups of AT users need not exclusively consist of SWD. If we as
a society can outline and promote the benefits of certain AT for
all, it may not only enhance performance of academic tasks and
learning, but may also provide additional opportunities for inte-
gration and more diverse social interactions. The increase in the
availability of mainstream devices with accessibility features
promotes universal access to assistive products [84], further pro-
moting opportunities for social integration among all users of these
devices. This is something which higher education institutions
should focus on as a means of enhancing SWD overall educational
experience as at present SWD report poorer quality of life than
non-disabled peers and often experience isolation [14,15,19,85].
This systematic review has identified important directions for
future research and potential ways in which higher education
institutions should consider and integrate AT into the learning
environment in order to optimize social and educational benefits
for all. However, there are some limitations which must be consid-
ered. The review consists only of papers published in the English
language. Thus, it is possible that some relevant papers may have
been overlooked. In addition, we chose to only include papers
which dealt with the views or experiences of current higher edu-
cation students who are AT users; peers and academic staff may
have additional useful information related to the impact of AT on
SWD in higher education.
The limitations of thematic synthesis also need to be consid-
ered; including the findings of multiple studies together in one
synthesis can mask the shortcomings of studies of low methodo-
logical quality [34]. There is potential for studies with low quality
to contribute little unique material to the overall development of
analytic themes within the synthesis, while studies of better meth-
odological quality make the most contribution [32]. Another criti-
cism of thematic synthesis is its focus on similarities within the
data, often at the expense of identifying divergent results and
gaps in the data [34]. In addition, some argue that combining
qualitative studies together in one synthesis is inappropriate as
the context of one study and setting does not apply to others
[86]. However, through extraction and presentation of contextual
information such as sample size, disability and AT type from each
individual study, the reader can validate for themselves the claims
made in the review.
In conclusion, this systematic review highlights the benefits of
AT for academic engagement, psychological well-being and par-
ticipation in a higher education environment for SWD. AT officers
in particular need to be cognizant of the evolving nature of AT,
and the potential for students to use more mainstream devices to
meet their AT needs. This is, in turn, provides an opportunity for
higher education institutions to promote the benefits of AT
for all.
Disclosure statement
The authors report no conflicts of interest.
ORCID
Aoife McNicholl http://orcid.org/0000-0002-1799-1483
Deirdre Desmond http://orcid.org/0000-0002-6746-7006
Pamela Gallagher http://orcid.org/0000-0001-5558-1269
References
[1] Khasnabis C, Mirza Z, MacLachlan M. Opening the GATE to
inclusion for people with disabilities. Lancet. 2015;386:
22292230.
[2] United Nations General Assembly. Convention on the rights
of persons with disabilities. New York (NY): UN General
Assembly; 2006.
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 9
[3] Fuhrer MJ, Jutai JW, Scherer MJ, et al. A framework for the
conceptual modelling of assistive technology device out-
comes. Disabil Rehabil. 2003;25:12431251.
[4] Lenker JA, Scherer MJ, Fuhrer MJ, et al. Psychometric and
administrative properties of measures used in assistive
technology device outcomes research. Assist Technol. 2005;
17:722.
[5] Lenker JA, Harris F, Taugher M, et al. Consumer perspec-
tives on assistive technology outcomes. Disabil Rehabil
Assist Technol. 2013;8:373380.
[6] European Commission. Education and training: monitor.
Luxembourg City: Publications Office of the European
Union; 2017.
[7] National Center for Education Statistics. Digest of education
statistics 2016. Washington (DC): U.S. Department of
Education; 2018.
[8] Huang I, Sugden D, Beveridge S. Childrens perceptions of
their use of assistive devices in home and school settings.
Disabil Rehabil Assist Technol. 2009;4:95105.
[9] Watson AH, Ito M, Smith RO, et al. Effect of assistive tech-
nology in a public school setting. Am J Occup Ther. 2010;
64:1829.
[10] Wynne R, McAnaney D, MacKeogh T, et al. Assistive tech-
nology/equipment in supporting the education of children
with special educational needs what works best? Trim
(Ireland): National Council for Special Education; 2016.
[11] Hauschildt K, Gwos
c C, Netz N, et al. Social and economic
conditions of student life in Europe: synopsis of indicators
eurostudent 20122015. Germany: W. Bertelsmann Verlag
GmbH & Co. KG; 2015. Available from: https://www.uhr.se/
globalassets/_uhr.se/lika-mojligheter/eurostudent/evsynopsi
sofindicators.pdf
[12] Riddell S. The inclusion of disabled students in higher edu-
cation in Europe: progress and challenges. Proceedings of
the Italian University Conference of Delegates for
Disabilities; 2016 May 1214; Torino, Italy: University of
Turin.
[13] Hadjikakou K, Polycarpou V, Hadjilia A. The experiences of
students with mobility disabilities in Cypriot higher educa-
tion institutions: listening to their voices. Int J Disabil Dev
Educ. 2010;57:403426.
[14] Mullins L, Preyde M. The lived experience of students with
an invisible disability at a Canadian university. Disabil Soc.
2013;28:147160.
[15] Shevlin M, Kenny M, McNeela E. Participation in higher
education for students with disabilities: an Irish perspec-
tive. Disabil Soc. 2004;19:1530.
[16] Berggren U, Rowan D, Bergb
ack E, et al. Disabled students
experiences of higher education in Sweden, the Czech
Republic, and the United Statesa comparative institutional
analysis. Disabil Soc. 2016;31:339356.
[17] Sachs D, Schreuer N. Inclusion of students with disabilities
in higher education: performance and participation in stu-
dents experiences. Disabil Stud Q. 2011;31.
[18] Barnard-Brak L, Lectenberger D, Lan WY. Accommodation
strategies of college students with disabilities. Qual Rep.
2010;15:411429.
[19] Claiborne LB, Cornforth S, Gibson A, et al. Supporting stu-
dents with impairments in higher education: social inclu-
sion or cold comfort? Int J Inclus Educ. 2011;15:513527.
[20] Lourens H, Swartz L. Experiences of visually impaired stu-
dents in higher education: bodily perspectives on inclusive
education. Disabil Soc. 2016;31:240251.
[21] Bernd T, Van Der Pijl D, De Witte LP. Existing models and
instruments for the selection of assistive technology in
rehabilitation practice. Scand J Occup Ther. 2009;16:
146158.
[22] de Joode E, van Heugten C, Verhey F, et al. Efficacy and
usability of assistive technology for patients with cognitive
deficits: a systematic review. Clin Rehabil. 2010;24:701714.
[23] Kagohara DM, van der Meer L, Ramdoss S, et al. Using
iPodsV
Rand iPadsV
Rin teaching programs for individuals
with developmental disabilities: a systematic review. Res
Dev Disabil. 2013;34:147156.
[24] Lorah ER, Parnell A, Whitby PS, et al. A systematic review
of tablet computers and portable media players as speech
generating devices for individuals with autism spectrum
disorder. J Autism Dev Disord. 2015;45:37923804.
[25] Perelmutter B, McGregor KK, Gordon KR. Assistive technol-
ogy interventions for adolescents and adults with learning
disabilities: an evidence-based systematic review and meta-
analysis. Comput Educ. 2017;114:139163.
[26] Pino M, Mortari L. The inclusion of students with dyslexia
in higher education: a systematic review using narrative
synthesis. Dyslexia. 2014;20:346369.
[27] Moher D, Liberati A, Tetzlaff J, et al. Preferred reporting
items for systematic reviews and meta-analyses: the
PRISMA statement. Ann Intern Med. 2009;151:264269.
[28] Leonardi M, Bickenbach J, Ustun TB, et al. The definition of
disability: what is in a name? Lancet. 2006;368:12191221.
[29] Frantzen KK, Fetters MD. Meta-integration for synthesizing
data in a systematic mixed studies review: insights from
research on autism spectrum disorder. Qual Quant. 2016;
50:22512277.
[30] Gough D, Oliver S, Thomas J. An introduction to systematic
reviews. 2nd ed. Los Angeles (CA): Sage; 2017.
[31] Heyvaert M, Maes B, Onghena P. Mixed methods research
synthesis: definition, framework, and potential. Qual Quant.
2013;47:659676.
[32] Thomas J, Harden A. Methods for the thematic synthesis of
qualitative research in systematic reviews. BMC Med Res
Methodol. 2008;8:45.
[33] Dixon-Woods M, Agarwal S, Jones D, et al. Synthesising
qualitative and quantitative evidence: a review of possible
methods. J Health Serv Res Policy. 2005;10:4553.
[34] Lucas PJ, Baird J, Arai L, et al. Worked examples of alterna-
tive methods for the synthesis of qualitative and quantita-
tive research in systematic reviews. BMC Med Res
Methodol. 2007;7:4.
[35] Mays N, Pope C, Popay J. Systematically reviewing qualita-
tive and quantitative evidence to inform management and
policy-making in the health field. J Health Serv Res Policy.
2005;10:620.
[36] Hong QN, Pluye P, Bujold M, et al. Convergent and sequen-
tial synthesis designs: implications for conducting and
reporting systematic reviews of qualitative and quantitative
evidence. Syst Rev. 2017;6:61.
[37] Pluye P, Robert E, Cargo M, et al. Proposal: a mixed meth-
ods appraisal tool for systematic mixed studies reviews.
2011. Available from: http://mixedmethodsappraisaltool
public.pbworks.com
[38] Pluye P, Hong QN. Combining the power of stories and the
power of numbers: mixed methods research and mixed
studies reviews. Annu Rev Public Health. 2014;35:2945.
[39] Pace R, Pluye P, Bartlett G, et al. Testing the reliability and
efficiency of the pilot Mixed Methods Appraisal Tool
10 A. MCNICHOLL ET AL.
(MMAT) for systematic mixed studies review. Int J Nurs
Stud. 2012;49:4753.
[40] Taylor E, Hignett S. Evaluating evidence: defining levels
and quality using critical appraisal mixed methods tools.
HERD. 2014;7:144151.
[41] Chan ZC, Chan YT, Lui CW, et al. Gender differences in the
academic and clinical performances of undergraduate nurs-
ing students: a systematic review. Nurse Educ Today. 2014;
34:377388.
[42] Dahan-Oliel N, Shikako-Thomas K, Majnemer A. Quality of
life and leisure participation in children with neurodevelop-
mental disabilities: a thematic analysis of the literature.
Qual Life Res. 2012;21:427439.
[43] Frantzen KK, Lauritsen MB, Jørgensen M, et al. Parental
self-perception in the autism spectrum disorder literature: a
systematic mixed studies review. Rev J Autism Dev Disord.
2016;3:1836.
[44] Husebø AM, Storm M, Våga BB, et al. Status of knowledge
on student-learning environments in nursing homes: a
mixed-method systematic review. J Clin Nurs. 2018;27:
e1344e1359.
[45] Tsimicalis A, Denis-Larocque G, Michalovic A, et al. The psy-
chosocial experience of individuals living with osteogenesis
imperfecta: a mixed-methods systematic review. Qual Life
Res. 2016;25:18771896.
[46] Malcolm MP, Roll MC. The impact of assistive technology
services in post-secondary education for students with dis-
abilities: intervention outcomes, use-profiles, and user-
experiences. Assist Technol. 2017;29:9198.
[47] Malcolm MP, Roll MC. Self-reported assistive technology
outcomes and personal characteristics in college students
with less-apparent disabilities. Assist Technol. 2017;111.
[48] Malcolm MP, Roll MC. Assistive technology outcomes in
post-secondary students with disabilities: the influence of
diagnosis, gender, and class-level. Disabil Rehabil Assist
Technol. 2017;12:857867.
[49] Ashby CE, Causton-Theoharis J. Moving quietly through
the door of opportunity: perspectives of college students
who type to communicate. Equity Excell Educ. 2012;45:
261282.
[50] Bhardwaj RK, Kumar S. A comprehensive digital environ-
ment for visually impaired students: users perspectives.
Libr Hi Tech. 2017;35:542557.
[51] Christ T. Technology support services in postsecondary
education: a mixed methods study. Technol Disabil. 2008;
20:2535.
[52] Floyd KK, Judge SL. The efficacy of assistive technology on
reading comprehension for postsecondary students with
learning disabilities. Assist Technol Outcomes Benefits.
2012;8:4864.
[53] Foley AR, Masingila JO. The use of mobile devices as assist-
ive technology in resource-limited environments: access for
learners with visual impairments in Kenya. Disabil Rehabil
Assist Technol. 2015;10:332339.
[54] Hanafin J, Shevlin M, Kenny M, et al. Including young peo-
ple with disabilities: assessment challenges in higher edu-
cation. High Educ. 2007;54:435448.
[55] Harshman J, Bretz SL, Yezierski E. Seeing chemistry through
the eyes of the blind: a case study examining multiple gas
law representations. J Chem Educ. 2013;90:710716.
[56] Kernohan L. Access opportunities and issues for students
with disabilities at one Ontario college. Coll Q. 2008;11:
119.
[57] Kuzu A. The factors that motivate and hinder the students
with hearing impairment to use mobile technology. Turk
Online J Educ Technol. 2011;10:336348.
[58] Nelson LM, Reynolds TW. Speech recognition, disability,
and college composition. J Postsecond Educ Disabil. 2015;
28:181197.
[59] Schmitt AJ, McCallum E, Hennessey J, et al. Use of reading
pen assistive technology to accommodate post-secondary
students with reading disabilities. Assist Technol. 2012;24:
229239.
[60] Tanners A, McDougall D, Skouge J, et al. Comprehension
and time expended for a doctoral student with a learning
disability when reading with and without an accommoda-
tion. Learn Disabil Multidiscip J. 2012;18:310.
[61] Lartz MN, Stoner JB, Stout LJ. Perspectives of assistive tech-
nology from deaf students at a hearing university. Assist
Technol Outcomes Benefits. 2008;5:7291.
[62] Smith-Osborne A. Perceived influence of adoption of per-
sonal electronic response systems by students with and
without disabilities and limited English proficiency in small
social work classes. J Technol Hum Serv. 2014;32:5464.
[63] Stinson MS, Elliot LB, Kelly RR, et al. Deaf and hard-of-hear-
ing studentsmemory of lectures with speech-to-text and
interpreting/note taking services. J Spec Educ. 2009;43:
5264.
[64] Seale J, Wald M, Draffan E. Exploring the technology expe-
riences of disabled learners in higher education: challenges
for the use and development of participatory research
methods. J Assist Technol. 2008;2:415.
[65] Mosia PA, Phasha N. Access to curriculum for students with
disabilities at higher education institutions: how does the
National University of Lesotho fare? Afr J Disabil. 2017;6:
113.
[66] Heiman T, Shemesh DO. Students with LD in higher educa-
tion: use and contribution of assistive technology and web-
site courses and their correlation to studentshope and
well-being. J Learn Disabil. 2012;45:308318.
[67] Hendricks DJ, Sampson E, Rumrill P, et al. Activities and
interim outcomes of a multi-site development project to
promote cognitive support technology use and employ-
ment success among postsecondary students with trau-
matic brain injuries. NeuroRehabilitation. 2015;37:449458.
[68] Rice IM, Wong AW, Salentine BA, et al. Differences in par-
ticipation based on self-esteem in power and manual
wheelchair users on a university campus: a pilot study.
Disabil Rehabil Assist Technol. 2015;10:102107.
[69] Wessel RD, Jones D, Blanch CL, et al. Pre-Enrollment con-
siderations of undergraduate wheelchair users and their
post-enrollment transitions. J Postsecond Educ Disabil.
2015;28:5772.
[70] Algood SD, Cooper RA, Fitzgerald SG, et al. Effect of a
pushrim-activated power-assist wheelchair on the func-
tional capabilities of persons with tetraplegia. Arch Phys
Med Rehabil. 2005;86:380386.
[71] Frank A, Neophytou C, Frank J, et al. Electric-powered
indoor/outdoor wheelchairs (EPIOCs): usersviews of influ-
ence on family, friends and carers. Disabil Rehabil Assist
Technol. 2010;5:327338.
[72] Hwang CS, Weng HH, Wang LF, et al. An eye-tracking
assistive device improves the quality of life for ALS patients
and reduces the caregiversburden. J Mot Behav. 2014;46:
233238.
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 11
[73] Theeven P, Hemmen B, Rings F, et al. Functional added
value of microprocessorcontrolled prosthetic knee joints
in daily life performance of Medicare functional classifica-
tion level2 amputees. J Rehabil Med. 2011;43:906915.
[74] Wright FV, Jutai JW. Evaluation of the longer-term use of
the David Hart Walker Orthosis by children with cerebral
palsy: a 3-year prospective evaluation. Disabil Rehabil Assist
Technol. 2006;1:155166.
[75] Enable Ireland. Assistive technology for people with disabil-
ities and older people: a discussion paper. 2016. Available
from: https://www.enableireland.ie/sites/default/files/publi-
cation/AT%20Paper%20final%20version.pdf
[76] GDI Hub. Assistive technology scoping research: executive
summary. 2018. Available from: https://www.disabilityinno-
vation.com/uploads/images/GDI-Hub-Assistive-Technology-
Scoping-Research.compressed.pdf
[77] Messinger-Willman J, Marino MT. Universal design for learn-
ing and assistive technology: leadership considerations for
promoting inclusive education in todays secondary
schools. NASSP Bull. 2010;94:516.
[78] Rose DH, Hasselbring TS, Stahl S, et al. Assistive technology
and universal design for learning: two sides of the same
coin. In: Edyburn D, Higgins K, Boone R, editors. Handbook
of special education technology research and practice.
Whitefish Bay (WI): Knowledge by Design Inc.; 2005. p.
507518.
[79] Scherer MJ, Cushman LA. A functional approach to psycho-
logical and psychosocial factors and their assessment in
rehabilitation. In: Dittmar SS, Gresham GE, editors.
Functional assessment and outcomes measurement for the
rehabilitation health professional. Gaithersbug (MD): Aspen
Publishers; 1997. p. 5767.
[80] Scherer M, Sax C, Vanbiervliet A, et al. Predictors of assist-
ive technology use: the importance of personal and psy-
chosocial factors. Disabil Rehabil. 2005;27:13211331.
[81] OShea A, Kaplan A. Disability identity and use of services
among college students with psychiatric disabilities. Qual
Psychol. 2017;5:358379.
[82] Hitchcock C, Stahl S. Assistive technology, universal design,
universal design for learning: improved learning opportuni-
ties. J Spec Educ Technol. 2003;18:4552.
[83] Perry J, Beyer S, Holm S. Assistive technology, telecare and
people with intellectual disabilities: ethical considerations. J
Med Ethics. 2009;35:8186.
[84] Desmond D, Layton N, Bentley J, et al. Assistive technology
and people: a position paper from the first global research,
innovation and education on assistive technology (GREAT)
summit. Disabil Rehabil Assist Technol. 2018;13:437444.
[85] Herts KL, Wallis E, Maslow G. College freshmen with
chronic illness: a comparison with healthy first-year stu-
dents. J Coll Stud Dev. 2014;55:475480.
[86] Britten N, Campbell R, Pope C, et al. Using meta ethnog-
raphy to synthesise qualitative research: a worked example.
J Health Serv Res Policy. 2002;7:209215.
Appendix 1
PsycINFO
1. DE Assistive TechnologyOR DE Medical Therapeutic
DevicesOR DE Artificial PacemakersOR DE Hearing Aids
OR DE Cochlear ImplantsOR DE Optical AidsOR DE
Contact LensesOR DE ProsthesesOR DE Cochlear
ImplantsOR DE Augmentative CommunicationOR DE
Synthetic SpeechOR DE Mobility Aids
2. assistive N1 technolOR assistive N1 equipment OR assist-
ive N1 productOR assistive N1 aidOR assistive N1
deviceOR self-help N1 deviceOR disability N1 aidOR
empowering N1 technology OR technical N1 aidOR sen-
sory N1 aidOR communication N1 aidOR audiovisual N1
aidOR cognitive N1 aidOR memory N1 aidOR mobility
N1 aidOR electronic N1 aidOR electronic N1 assistive
3. S1 OR S2
4. DE DisabilitiesOR DE Developmental DisabilitiesOR DE
Specific Language ImpairmentOR DE Learning
DisabilitiesOR DE DyslexiaOR DE Multiple Disabilities
OR DE Deaf BlindOR DE Reading DisabilitiesOR DE
Dyslexia
5. DE SyndromesOR DE Addisons DiseaseOR DE AIDS
OR DE Autism Spectrum DisordersOR DE Balints
SyndromeOR DE Battered Child SyndromeOR DE
Capgras SyndromeOR DE Chronic Fatigue SyndromeOR
DE Cornelia De Lange SyndromeOR DE Creutzfeldt Jakob
SyndromeOR DE Crying Cat SyndromeOR DE Culture
Bound SyndromesOR DE Cushings SyndromeOR DE
Delirium TremensOR DE Down;s SyndromeOR DE Fetal
Alcohol SyndromeOR DE Fragile X SyndromeOR DE
Irritable Bowel SyndromeOR DE Kleine Levin Syndrome
OR DE Klinefelters SyndromeOR DE Kluver Bucy
SyndromeOR DE Lennox Gastaut SyndromeOR DE
Locked-In SyndromeOR DE MELASOR DE Menieres
DiseaseOR DE Metabolic SyndromeOR DE Neuroleptic
Malignant SyndromeOR DE Organic Brain SyndromesOR
DE Posterior Reversible EncephalopathyOR DE Prader
Willi SyndromeOR DE Premenstrual SyndromeOR DE
Rett SyndromeOR DE Senile DementiaOR DE Testicular
Feminization SyndromeOR DE Turners SyndromeOR DE
Wernickes SyndromeOR DE Williams Syndrome
6. DE Congenital DisordersOR DE AgenesisOR DE Cleft
PalateOR DE Drug Induced Congenital DisordersOR DE
HermaphroditismOR DE MicrocephalyOR DE Prader
Willi SyndromeOR DE Spina Bifida
7. DE Physical DisordersOR DE Blood and Lymphatic
DisordersOR DE CachexiaOR DE Cardiovascular
DisordersOR DE Chronically Ill ChildrenOR DE Digestive
System DisordersOR DE Endocrine DisordersOR DE
Genetic DisordersOR DE Health ImpairmentsOR DE
Immunologic DisordersOR DE Infectious DisordersOR
DE Metabolism DisordersOR DE Musculoskeletal
DisordersOR DE Neonatal DisordersOR DE Neoplasms
OR DE Nervous System DisordersOR DE Nutritional
DeficienciesOR DE Respiratory Tract DisordersOR DE
Sense Organ DisordersOR DE Sensory System Disorders
OR DE Skin DisordersOR DE Toxic DisordersOR DE
Urogenital DisordersOR DE Vision Disorders
8. DE Neuromuscular DisordersOR DE CataplexyOR DE
Muscular DystrophyOR DE Myasthenia GravisOR DE
MyopathyOR DE ParalysisOR DE Tourette Syndrome
9. DE Spinal Cord InjuriesOR DE Whiplash
10. DE Cerebral Palsy
11. DE Hearing DisordersOR DE DeafOR DE Deaf Blind
12. DE Vision DisordersOR DE Balints SyndromeOR DE
BlindOR DE Deaf BlindOR DE Eye DisordersOR DE
AmblyopiaOR DE CataractsOR DE Color BlindnessOR
DE GlaucomaOR DE NystagmusOR DE Refraction
12 A. MCNICHOLL ET AL.
ErrorsOR DE StrabismusOR DE Tunnel VisionOR DE
Hemianopia
13. DE Communication DisordersOR DE Language Disorders
OR DE AphasiaOR DE EcholaliaOR DE MutismOR DE
Specific Language ImpairmentOR DE Speech Disorders
OR DE Articulation DisordersOR DE DysphoniaOR DE
Stuttering
14. DE Cognitive Impairment
15. S4 OR S5 OR S6 OR S7 OR S8 OR S9 OR S10 OR S11 OR S12
OR S13 OR S14
16. disabOR impairOR deficit
17. S15 OR S16
18. DE Higher EducationOR DE Graduate EducationOR DE
Postgraduate TrainingOR DE Undergraduate Education
DE College StudentsOR DE College AthletesOR DE
Community College StudentsOR DE Education Students
OR DE Junior College StudentsOR DE Nursing Students
OR DE ROTC StudentsOR DE Postgraduate Students
19. AB collegeOR AB universityOR AB universitiesOR
AB third N1 level OR AB third level N1 education OR AB
post-secondaryOR AB post N1 secondary OR AB
postsecondaryOR AB higher N1 education OR AB under-
graduate N1 studentOR AB postgraduate N1 studentOR
AB college N1 studentOR AB university N1 studentOR
AB studentOR AB pupilOR AB pupilsOR AB
education
20. S18 OR S19
21. S3 AND S17 AND S20
Appendix 2
PubMed
1. Self-Help Devices [Mesh] OR Speech Recognition Software
[Mesh] OR Sensory Aids [Mesh] OR Eyeglasses [Mesh] OR
Orthotic Devices [Mesh] OR Artificial Limbs [Mesh] OR Canes
[Mesh] OR Walkers [Mesh] OR Dependent ambula-
tion [Mesh]
2. assistive technolOR assistive aidOR assistive equipment
OR assistive productOR assistive deviceOR self-help
deviceOR disability aidOR empowering technologyOR
technical aidOR sensory aidOR communication aidOR
audiovisual aidOR cognitive aidOR memory aidOR
mobility aidOR electronic aidOR electronic assistive
technology
3. #1 OR #2
4. Disabled Persons [Mesh] OR Mobility Limitation [Mesh] OR
Spinal Cord Injuries [Mesh] OR Spinal Dysraphism [Mesh] OR
Cerebral Palsy [Mesh] OR Neuromuscular Diseases [Mesh]
OR Neurobehavioural Manifestations [Mesh] OR
Neurodevelopmental Disorders [Mesh] OR Cognition
Disorders [Mesh] OR Hearing Disorders [Mesh] OR Vision
Disorders [Mesh]
5. disabOR impairOR deficit
6. #4 OR #5
7. Universities [Mesh] OR Students [Mesh]
8. college[tiab] OR university[tiab] OR universities[tiab]
OR third level[tiab] OR third level education[tiab]
OR post-secondary[tiab] OR post secondary[tiab] OR
postsecondary[tiab] OR higher education[tiab] OR
undergraduate student[tiab] OR postgraduate student
[tiab] OR college student[tiab] OR university student
[tiab] OR student[tiab] OR pupil[tiab] OR pupils[tiab]
OR education[tiab]
9. #7 OR #8
10. #3 AND #6 AND #9
Appendix 3
CINAHL
1. (MH Assistive Technology) OR (MH Assistive Technology
Devicesþ) OR (MH Orthopedic Equipment and Suppliesþ)
OR (MH Sensory Aidsþ) OR (MH Eyeglassesþ) OR (MH
Prostheses and Implantsþ) OR (MH Alternative and
Augmentative Communication)
2. assistive N1 technolOR assistive N1 equipment OR assist-
ive N1 productOR assistive N1 aidOR assistive N1
deviceOR self-help N1 deviceOR disability N1 aidOR
empowering N1 technology OR technical N1 aidOR sen-
sory N1 aidOR communication N1 aidOR audiovisual N1
aidOR cognitive N1 aidOR memory N1 aidOR mobility
N1 aidOR electronic N1 aidOR electronic N1 assistive
3. S1 OR 2
4. (MH Disabledþ) OR (MH Neurobehavioral
Manifestationsþ) OR (MH Sensation Disordersþ) OR (MH
Child Development Disorders, Pervasiveþ) OR (MH Neuro
muscular Manifestationsþ) OR (MH Neurodegenerative
Diseasesþ) OR (MH Paralysisþ) OR (MH Spinal Cord
Injuriesþ) OR (MH Cerebral Palsy) OR (MH Spina Bifida)
OR (MH Cognition Disordersþ)
5. disabOR impairOR deficit
6. S4 OR S5
7. (MH College Graduates) OR (MH Students, College)OR
(MH Colleges and Universitiesþ) OR (MH Students,
Undergraduate) OR (MH Students, Graduate)
8. AB collegeOR AB universityOR AB universitiesOR AB
third N1 level OR AB third level N1 education OR AB post-
secondaryOR AB post N1 secondary OR AB
postsecondaryOR AB higher N1 education OR AB under-
graduate N1 studentOR AB postgraduate N1 studentOR
AB college N1 studentOR AB university N1 studentOR
AB studentOR AB pupilOR AB pupilsOR AB
education
9. S7 OR S8
10. S3 AND S6 AND S9
Appendix 4
ERIC
1. MAINSUBJECT.EXACT.EXPLODE(Assistive Technology)OR
MAINSUBJECT.EXACT(Augmentative and Alternative Com
munication) OR MAINSUBJECT.EXACT.EXPLODE(Audiovisual
Aids) OR MAINSUBJECT.EXACT.EXPLODE(Language Aids)
OR MAINSUBJECT.EXACT.EXPLODE(Autoinstructional Aids)
2. (assistive NEAR/1 technol) OR (assistive NEAR/1 equipment)
OR (assistive NEAR/1 product) OR (assistive NEAR/1 aid)
OR (assistive NEAR/1 device)OR(self helpNEAR/1
device) OR (disability NEAR/1 aid) OR (empowering NEAR/
1 technology) OR (technical NEAR/1 aid) OR (sensory
NEAR/1 aid) OR (communication NEAR/1 aid) OR (audiovi-
sual NEAR/1 aid) OR (cognitive NEAR/1 aid) OR (memory
NEAR/1 aid) OR (mobility NEAR/1 aid) OR (electronic
NEAR/1 aid) OR (electronic NEAR/1 assistive)
3. 1 OR 2
4. MAINSUBJECT.EXACT.EXPLODE(Disabilities)
5. disabOR impairOR deficit
ASSISTIVE TECHNOLOGY USE IN HIGHER EDUCATION 13
6. 4 OR 5
7. MAINSUBJECT.EXACT.EXPLODE(Colleges) OR MAINSUBJECT.
EXACT.EXPLODE(College Students) OR MAINSUBJECT.
EXACT.EXPLODE(Special Needs Students)
8. AB(college) OR AB(university) OR AB(universities)OR
AB(third NEAR/1 level) OR AB(third AND (level NEAR/1 edu-
cation)) OR AB(post-secondary) OR AB(post NEAR/1 sec-
ondary) OR AB(postsecondary) OR AB(higher NEAR/1
education) OR AB(undergraduate NEAR/1 student)OR
AB(postgraduate NEAR/1 student) OR AB(college NEAR/1
student) OR AB(university NEAR/1 student)OR
AB(student) OR AB(pupil) OR AB(pupils)OR
AB(education)
9. 7 OR 8
10. 3 AND 6 AND 9
Appendix 5
Web of science (SSCI)
1. TOPIC: ((assistive NEAR/1 technol) OR (assistive NEAR/1
equipment) OR (assistive NEAR/1 product) OR (assistive
NEAR/1 aid) OR (assistive NEAR/1 device)OR(self help
NEAR/1 device) OR (disability NEAR/1 aid) OR (empowering
NEAR/1 technology) OR (technical NEAR/1 aid) OR prosthesis
OR orthoticOR (sensory NEAR/1 aid) OR (communication
NEAR/1 aid) OR facilitated communication OR augmentative
communication OR (audiovisual NEAR/1 aid) OR (visual
NEAR/1 aid) OR (hearing NEAR/1 aid) OR (cognitive NEAR/1
aid) OR (memory NEAR/1 aid) OR (mobility NEAR/1 aid)
OR wheelchairOR caneOR walkerOR (electronic NEAR/1
aid) OR (electronic NEAR/1 assistive))
2. TOPIC: (reading disability OR learning disability OR intellec-
tual impairment OR autism spectrum disorder OR cognitive
deficit OR memory disorder OR physical disability OR paraly-
sis OR cerebral palsy OR spinal dysraphism OR spinal cord
injury OR sensory dysfunction OR communication disorder
OR visual impairment OR hearing impairment OR disabOR
impairOR deficit)
3. TOPIC: (collegeOR universityOR universitiesOR (third
NEAR/1 level) OR (third AND (level NEAR/1 education)) OR
post-secondaryOR (post NEAR/1 secondary) OR
postsecondaryOR (higher NEAR/1 education) OR (under-
graduate NEAR/1 student) OR (postgraduate NEAR/1
student) OR (college NEAR/1 student) OR (university NEAR/1
student)ORstudent
OR pupilOR pupilsOR education)
4. #1 AND #2 AND #3
14 A. MCNICHOLL ET AL.
... Assistive technology users and officers must recognize that factors such as insufficient training, device inadequacies, limited external support, and the difficulty of navigating multiple information sources can impede effective assistive technology utilization and consequently limit engagement in higher education. Future assistive technology strategies ought to concentrate on using mainstream devices as assistive technology for all students, promoting inclusion and mitigating stigma (McNicholl et al., 2019). ...
Article
Full-text available
Enhancing learning experiences for students with disabilities in higher education is essential for achieving the Sustainable Development Goals (SDGs) related to inclusive and equitable education. This study aims to ascertain the principal elements that enhance the quality of experiential learning for Students with Disabilities (SWD) at higher education institutions (HEIs) in accordance with SDGs. This study utilizes a qualitative descriptive research technique, focusing on the examination of critical aspects that might enhance the learning experience for students with disabilities at HEIs in alignment with the SDGs. The findings indicated that although several HEIs have enacted policies to enhance accessibility for SWD, considerable obstacles persist in the domains of assistive technology integration, curricular adaptability, and faculty development. The current study focuses on positive examples of how institutions have linked their projects to the SDGs. One way they have done this is by using flexible technology, teaching methods that include everyone, and strong support networks for institutions, to enhance the quality of learning experiences for SWD in university life and to fully utilize their potential in global national development initiatives.
... • Innovation stage. Teachers adeptly integrate digital technology into their instruction, fostering students' higher-order thinking skills, and enhancing their capacities for inquiry