Students with disabilities (SWDs) use of assistive technology in higher education institutions in Tanzania

While studies have focused on challenges facing HEIs in promoting the use of assistive technology, scant studies have investigated the role of HEI management, the use, perception, acceptance and benefits of assistive technology for SWDs. This study explored the use of assistive technology among SWDs in HEIs in Tanzania, citing the role of HEI management, use, perception, acceptance and benefits of assistive technology to SWDs.

The study employed a qualitative approach with a consideration of case study design. Using purposeful sampling, the study considered a sample of 46 participants from the University of Dar es Salaam. Data were collected using interviews, observation, focus group discussions and documentary reviews. Data were analysed through a thematic analysis approach.

There is a growing trend in the use of assistive technology by SWD in HEIs. The use of assistive technology has promoted positive perception, interest and acceptance by SWDs. Assistive technologies were used by SWDs to access information, communication, and expression; access study materials; clear recording of lecture instructions; navigate documents; and share information. However, poor perception among students without disabilities of the use of assistive technology devices affected SWDs acceptance and distorted their perception regarding assistive technology. Also, limited training among SWDs on assistive technology hindered their effective use.

While there is a promising trend of the use of assistive technology among SWDs in HEIs, it is affected by non-disabled students' perceptions of assistive technology tools and limited training for SWDs on the use of devices.