Self-devised assistive techniques by university students with learning disabilities

Area of Science:

• Disability Studies
• Educational Psychology
• Assistive Technology Research

Background:

• Limited access to assistive technology (AT) is a significant barrier for students with disabilities in low-resource settings.
• Existing research predominantly addresses AT accessibility challenges, overlooking coping mechanisms.
• This study investigates how students with learning disabilities (LD) adapt learning strategies in the absence of AT.

Purpose of the Study:

• To explore the self-devised learning management strategies employed by students with LD facing AT limitations.
• To identify conversion factors influencing AT access at personal and institutional levels.
• To shift the perspective of students with disabilities from passive recipients to active agents in their learning.

Main Methods:

• Qualitative study employing semistructured interviews with students with LD and university staff.
• Participants recruited through convenience and snowballing sampling techniques.
• Thematic analysis of interview data, supported by detailed experiential descriptions.

Main Results:

• Students with LD demonstrate limited access to AT and utilize socially inspired, self-devised means for learning, including self-affirmation, animal therapy, family support, and prayer.
• Identified conversion factors enabling or constraining AT access operate at both personal and institutional/environmental levels.
• Students actively innovate non-technological methods to manage their learning.

Conclusions:

• Despite developing unconventional coping mechanisms, the lack of AT access represents a capability deprivation for students with LD, exacerbating inequalities.
• Recognizing students with LD as active agents in learning challenges conventional support paradigms.
• Findings underscore the need for improved AT accessibility and support systems in educational settings.