A framework for integrating adaptive assistive technologies in inclusive education: A case study of the Disability Unit of the University of Venda

Integrating Assistive Technologies in inclusive education can enable the academic engagement of students living with disabilities and be transformative from a psychological perspective. However, the success of this endeavour in disadvantaged rural South African universities remains a surmountable challenge due to factors militating against this noble idea. The aim of the study was to conceptualise a framework for integrating assistive technologies in inclusive education at a South African rural university where many students are living with disabilities. The study employed Technology-Task Fit, a variance theory, and DeLone Maclean Information Systems Theory, a process theory as a theoretical underpinning. This study adopts a pragmatism perspective and used an explanatory sequential mixed method design in which quantitative data was collected using an online questionnaire from a convenience sample of seventy-one participants, and the qualitative data was collected from a purposive sample of five participants using face-to-face interviews. Quantitative data were analysed using Statistical Package for Social Scientists (SPSS) Version 29, and results were presented as descriptive statistics, correlation analysis, and chi-square test. Qualitative data were analysed thematically using Atlas ti23. The study found that several factors influenced the integration of assistive devices, but the lack of a proper framework, policies, or guidelines was the most influential. Five requirements for developing the framework were moderating factors, procurement strategies, training strategies, funding strategies, and ATs integration strategies. There was a strong and significant positive association between the requirements at p < 0.010 and other demographic characteristics and factors mitigating the integration of assistive devices in inclusive education. From the study, a Framework for Integrating Assistive Technology in Inclusive Education (IAATIE) was developed based on the requirements and best practices documented in journal literature. IAATIE was validated as relevance and acceptance using content (requirements), relevance, and acceptance by most of the reviewers and validators. The academic contribution of the study was the framework for Integrating Assistive Technologies in inclusive education at the university, which encouraged coordinated efforts from various key players, including students who have been previously ignored. The study recommends the implementation of a IAATIE framework for inclusive education.

Author dc:creator

• Macheque, Vhutshilo

Advisors dc:contributor.advisor

• Kadyamatimba, A.
• Ochara, N. M.

• Assistive Technology (A T)
• Inclusive education (I.E)
• Internet of Things
• Big Data & Socio-economic factors
• UCTD

Language dc:language.iso

en

Repository record dc:identifier.uri

https://univendspace.univen.ac.za/handle/11602/2790

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/2790