Impediments to Assistive Technology Accessibility for Students With Disabilities in Higher Education Institutions: A Systematic Review
Abstract
Purpose This study systematically reviews empirical studies investigating impediments to assistive technology accessibility for students with disabilities in higher education institutions. This rigorous review provides comprehensive insights into the challenges faced by students with disabilities when using or accessing assistive technology to support their learning. Design/Approach/Methods Twenty-three studies were eligible for inclusion. We used Atlas.ti software Version 22 to extract data and analyze the content to visualize patterns and relationships. Findings Students with disabilities in higher education institutions have limited access to assistive technology because of inadequate funding. The results also indicate a lack of adequate skills owing to limited training opportunities for instructors and students. There is also evidence of stigmatization due to limited awareness in the community. Further, a lack of funding leads to low institutional capacity to support students with disabilities in accessing assistive technology devices. Originality/Value This study analyzes empirical research on assistive technology in higher education institutions. It provides insights into barriers to the provision of and accessibility to assistive technology for students with disabilities and informs best practices and future research on the areas that need further attention.
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Evidence Hub reads this as a systematic review, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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