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An assistive technology framework for visual impairment students in South African Higher Education Institutions
Author(s)
Gama, Magdeline Mmapula
Date Issued
2025
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
South African higher education institutions enrol students based on requirements stipulated by
each institution. This includes students without or with any form of disabilities, such as visual
impairment. All students are entitled to have access to quality education. Visually impaired
students are experiencing challenges with their studies despite the government policies that
promote inclusive education to all. Higher education institutions provide visually impaired
students with assistive technologies to support their learning needs and to eliminate the
inequality in the classroom, especially with practical classes. However, the assistive
technology is not serving the needs of visually impaired students. These challenges manifest
from a lack of the most appropriate assistive technology that can support visually impaired
students with their studies especially with practical classes. The aim of the study is to develop
an assistive technology framework, for visually impaired students, for learning purposes in
practical sessions or classes in higher education institutions in South Africa.
To achieve this aim, the study selected case study approach as a design. Two cases were
selected from higher education institutions using a set of criteria. One institution was Technical
Vocational Education and Training (TVET) and the second case was University of Technology.
Participants were also selected according to set of criteria. Data was collected using semi structured interview technique to allow participants to have the flexibility to elaborate on their
experiences. The interviews were concluded after interviewing the last participant. The reason
being limited participants based on the criteria. Ethical considerations were adhered, according
to the University (CPUT) ethics rules, that all participants should participate voluntarily without
receiving any incentives.
Data was analysed using diffusion of innovation (DOI) and Contingency Theory (CT) as a lens.
Thus, analysis was guided by communication channel (DOI), namely: knowledge, persuasion,
decision, implementation, and confirmation for both cases. Ten factors were identified after
mapping the findings to eliminate duplications. These factors manifested related attributes, that
were used to develop the selection of the most appropriate assistive technology for visually
impaired students especially with practical classes. The factors were interpreted through four
components of CT: strategy, structure, environment, and performance. Thus, the interpretation
followed subjective approach. Based on the factors and attributes, an assistive technology
framework for visually impaired students was developed, for learning purposes in practical
classes in higher education institutions in South Africa. This study contributes from three main perspectives: theoretically, practically, and
methodologically. Theoretically, the identified factors influence the selection and the use of the
most appropriate assistive technology. Practically, the factors encourage collectiveness among
stakeholders to support visually impaired students during practical classes. Methodologically,
the combination of contingency theory and diffusion of innovation is a significant contribution
of the study. The main contribution of this study is the developed framework. The framework
can be used by stakeholders (visually impaired students, IT technicians, educators, and
management) in their collaborative efforts towards supporting students with visual impairment
using the most appropriate assistive technology. Recommendation of further study were based
on the findings, which include training and awareness, governance, and system repository.
each institution. This includes students without or with any form of disabilities, such as visual
impairment. All students are entitled to have access to quality education. Visually impaired
students are experiencing challenges with their studies despite the government policies that
promote inclusive education to all. Higher education institutions provide visually impaired
students with assistive technologies to support their learning needs and to eliminate the
inequality in the classroom, especially with practical classes. However, the assistive
technology is not serving the needs of visually impaired students. These challenges manifest
from a lack of the most appropriate assistive technology that can support visually impaired
students with their studies especially with practical classes. The aim of the study is to develop
an assistive technology framework, for visually impaired students, for learning purposes in
practical sessions or classes in higher education institutions in South Africa.
To achieve this aim, the study selected case study approach as a design. Two cases were
selected from higher education institutions using a set of criteria. One institution was Technical
Vocational Education and Training (TVET) and the second case was University of Technology.
Participants were also selected according to set of criteria. Data was collected using semi structured interview technique to allow participants to have the flexibility to elaborate on their
experiences. The interviews were concluded after interviewing the last participant. The reason
being limited participants based on the criteria. Ethical considerations were adhered, according
to the University (CPUT) ethics rules, that all participants should participate voluntarily without
receiving any incentives.
Data was analysed using diffusion of innovation (DOI) and Contingency Theory (CT) as a lens.
Thus, analysis was guided by communication channel (DOI), namely: knowledge, persuasion,
decision, implementation, and confirmation for both cases. Ten factors were identified after
mapping the findings to eliminate duplications. These factors manifested related attributes, that
were used to develop the selection of the most appropriate assistive technology for visually
impaired students especially with practical classes. The factors were interpreted through four
components of CT: strategy, structure, environment, and performance. Thus, the interpretation
followed subjective approach. Based on the factors and attributes, an assistive technology
framework for visually impaired students was developed, for learning purposes in practical
classes in higher education institutions in South Africa. This study contributes from three main perspectives: theoretically, practically, and
methodologically. Theoretically, the identified factors influence the selection and the use of the
most appropriate assistive technology. Practically, the factors encourage collectiveness among
stakeholders to support visually impaired students during practical classes. Methodologically,
the combination of contingency theory and diffusion of innovation is a significant contribution
of the study. The main contribution of this study is the developed framework. The framework
can be used by stakeholders (visually impaired students, IT technicians, educators, and
management) in their collaborative efforts towards supporting students with visual impairment
using the most appropriate assistive technology. Recommendation of further study were based
on the findings, which include training and awareness, governance, and system repository.
Additional information
Thesis (DPhil (Informatics))--Cape Peninsula University of Technology, 2025
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