An assistive technology framework for visual impairment students in South African Higher Education Institutions

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.