Stories/Lived Experiences
Author: Dr Ruchi Palan, Assistive Technology Specialist, Maynooth Access Programme (MAP), Maynooth University
Technology advancement and innovation have reduced inequities in access to, and facilitated greater participation in, education for students with disabilities. In particular, assistive technology (AT) can significantly improve the overall educational experience of students with disabilities. Research has found a positive link between AT use and education and psychosocial benefits such as academic self-efficacy, increased well-being, adaptability, self-esteem, and competence. Hence, AT is not only an enabler but also serves to empower students with disabilities.
However, AT that is commonly associated as a support for students with disabilities can also benefit those without disabilities. At the same time, with advances in technology, mainstream technologies now offer many assistive features. There is arguably a shift in perception of what constitutes AT and who can benefit from it.
At Maynooth University Access Programme (MAP) in Maynooth University, we offer all students and staff access to specific AT tools and actively promote assistive features available in mainstream technologies. For example, with Read & Write literacy software, any student or staff member can choose tools to support the reading or writing task they may be struggling with, regardless of its reason. Using Inspiration 10 software, they can visually organise their ideas and concepts to strengthen their understanding and accelerate planning and writing. Accessibility tools built into Microsoft Office 365 (e.g. Dictate and Immersive Reader) have been a game-changer for students without a disability diagnosis but who; i) struggle with poor typing skills ii) have not yet developed the skills to read documents digitally, or iii) want to improve their writing speed.
Many higher education institutions in Ireland, other European countries, the UK and elsewhere offer AT to students with disabilities. While this is necessary, it is imperative to recognise that technology supports can also benefit students without disabilities or those who choose not to disclose their disability. This cohort includes mature students, students from socially and economically disadvantaged backgrounds, anyone with low digital literacy skills, and even students with average technology skills. Research links computer literacy skills to student academic success. Moreover, students with expanded technology skills seem to have higher levels of self-efficacy. Hence, access to appropriate technology support has vast potential to empower all students by helping to develop their independent learning skills and boosting confidence.
In addition to facilitating access to technology, at MAP, we conduct various training programmes for students at multiple stages to facilitate effective and ongoing technology use. Inadequate training is one of the barriers to efficient AT use, and it can hinder educational engagement for students with disabilities. As students, in general, can benefit from certain AT and assistive features in mainstream technology, higher education institutions must supplement any technology access by training all students who may benefit from the technology, not just those with disabilities.
As the number of students with disabilities in Irish higher education increases, higher education institutions must cater to their specific learning requirements. At the same time, however, as student populations become increasingly diverse, higher education institutions must recognise the educational and psychosocial benefits of i) assistive tools in mainstream technology, and ii) specific AT for all students. To ensure equity of access and use of such technology, it is equally vital to offer all students relevant and sustained training supports.