{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/42637"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/42637","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution","abstract":"Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment.","abstract_html":"Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment.","abstract_has_math":false,"creators":["Rayned, Donna"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Govender, Shanali"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-22T22:23:01Z","subjects":["Universal Design for Learning","disability, inclusion, higher education, educational technology, access, higher education staff"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/42637","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Govender, Shanali"]},{"key":"dc:creator","label":"Author","values":["Rayned, Donna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-21T07:53:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-21T07:53:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Thesis / Dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters","MEd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Universal Design for Learning","disability, inclusion, higher education, educational technology, access, higher education staff"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/42637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. 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Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. 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