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Assistive technology accommodations for post-secondary students with mental health disabilities: a scoping review
1Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
Purpose:
The use of assistive technology (AT) for people with disabilities is well researched and prevalent in education. Growing numbers of students now self-identify as having mental health diagnoses and register for accommodations at post-secondary institutions. The apparent gap in the literature specifically relating to AT support in this population necessitated a more systematic search. This scoping review maps the literature regarding AT interventions to support young adults with mental health disabilities in post-secondary institutions such as universities and colleges.
Methodology:
Four major databases were searched for topic keywords. Abstracts and final papers were screened against the inclusion and exclusion criteria, with seven studies identified as relevant.
Results:
The reported common problems faced by students were academic, psychosocial and cognitive in nature and they affected day-to-day activities. AT identified loosely fit into the categories of note-taking alternatives, smartphones, multimedia presentations to support text material, alternate participation supports, graphic organizers, text-to-speech software, and other AT writing and visualization tools.
Conclusions:
Future research is needed on outcomes of AT implementation in this population and to explore the apparent lack of awareness of these supports by students and service providers, as evidenced by the limited research identified by this scoping review.Implications for rehabilitationThere appears to be a gap in access to assistive technology (AT) to students with mental health disabilities, except when the student has concurrent physical or learning disabilitiesThese students have additional barriers as they have little or no prior knowledge of AT, having not been previously identified in high school as needing or receiving ATAT rehabilitation would level the playing field for students with mental health disabilities, making education and student participation more accessible thus improving overall student experience.
