The Role of Technology in Supporting Students With Disabilities in Higher Education

Abstract

Technology has revolutionised the redefinition of the educational lives of disabled students in Higher Education. In include assistive technologies such as screen readers and voice to text software, educational establishments benefit from digital innovation that has made a more inclusive educational setting. With legislative support from policies like the Americans with Disabilities Act (ADA), and broad scale movements toward universal design, students with disabilities still experience systemic barriers to utilising and participating in higher education. This research examines how different types of educational technology facilitate student with disability academic achievement, engagement, and inclusion in higher education institutions. It explores faculty and institutional readiness, student satisfaction and institutional policy frameworks in relation to technological accommodations using mixed methods. Five key variables are identified in the research. technological availability, user satisfaction, academic performance, institutional support, and faculty preparation. Using qualitative interviews and surveys provided quantitatively in three universities, the study examines relationships between these variables and their effects on educational inclusion. The study shows that, although assistive technologies greatly improve learning outcomes, success relies much on institutional preparedness and personalized supporting systems. Additionally, as findings indicate, the bulk of the barriers is not a result of the technology itself, but a lack of training and policy implementation. This paper adds to the general discussion on inclusive education by providing evidence-informed views regarding the role of technology in teaching students with disabilities. The findings should interest university administrators, policymakers, and technologists that want to create more inclusive learning environments.

 Keywords: Assistive Technology, Disability, Higher Education, Inclusive Learning, Accessibility, Adaptive Learning, Student Engagement, Academic Performance, Institutional Policy, Universal Design