Influence of Assistive Technology on the Educational Achievements of Students with Visual Impairment in Post-secondary education

Abstract

This study explored the influence of technology designed for the assistance of students with visual disabilities on their educational journey in post-secondary education. The research used a quantitative research approach, gathering information on forty students with VI who engaged in tertiary-level studies, collected through a convenience sample. The data was illustrated by a Likert-scale survey reviewed by two researchers for construct validity. The findings showed statistically significant support for the key role of technology designed for the assistance of individuals with disabilities in regard to areas related to their educational journeys, including: performance; confidence; access to digital reading materials and involvement in both academic and non-academic co-curriculars. Students reported challenges they faced with the educational experiences, however, with regards to: difficulty with studying independently; inconsistency with institutional accommodations and post-secondary education systems unique to post-secondary education; and barriers for effectively using technology designed for the assistance of individuals with disabilities. Overall, the research findings indicate that technology designed for the assistance of individuals with visual disabilities are necessary not only for consideration for educational processes but also as impetus for improved institutional supports and access practices in post-secondary education.