{"title":"有学习障碍的大学生自行设计的辅助技术。","authors":"Ndakaitei Manase","doi":"10.4102/ajod.v12i0.1106","DOIUrl":null,"url":null,"abstract":"Background Access to assistive technology for disabilities is limited in low-resource settings. Therefore, existing research focuses on accessibility challenges. This article focuses on how students with learning disabilities manage learning in the absence of assistive technology, a subject that receives less scholarly attention. Objectives This article aims to provide insights on how students with learning disabilities manage learning in the face of limited access to assistive technology. It explores conversion factors that influence access to assistive technology. Method This qualitative study used semistructured interviews to collect data from students with learning disabilities and respective university staff members who were recruited using convenience and snowballing techniques. Data were analysed thematically and supported by thick descriptions of experiences. Results This study established that students have limited access to assistive technology, and they manage learning through self-devised means that are more socially than technologically or scientifically inspired such as self-affirmation, animal therapy, family support and prayer. Conversion factors, which affect ability by either enabling or constraining access to assistive technology, were identified at personal and institutional or environmental levels. Conclusion The article concludes that even though students with learning disabilities devise unconventional assistive ways to manage learning, failure to access assistive technology is a capability deprivation that promotes inequalities. Contribution This article provides insights that shift perspectives that students with disabilities are passive recipients of support; rather, they can be active agents who innovate nontechnological ways to manage learning in the absence of assistive technology.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900313/pdf/","citationCount":"0","resultStr":"{\"title\":\"Self-devised assistive techniques by university students with learning disabilities.\",\"authors\":\"Ndakaitei Manase\",\"doi\":\"10.4102/ajod.v12i0.1106\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background Access to assistive technology for disabilities is limited in low-resource settings. Therefore, existing research focuses on accessibility challenges. This article focuses on how students with learning disabilities manage learning in the absence of assistive technology, a subject that receives less scholarly attention. Objectives This article aims to provide insights on how students with learning disabilities manage learning in the face of limited access to assistive technology. It explores conversion factors that influence access to assistive technology. Method This qualitative study used semistructured interviews to collect data from students with learning disabilities and respective university staff members who were recruited using convenience and snowballing techniques. Data were analysed thematically and supported by thick descriptions of experiences. Results This study established that students have limited access to assistive technology, and they manage learning through self-devised means that are more socially than technologically or scientifically inspired such as self-affirmation, animal therapy, family support and prayer. Conversion factors, which affect ability by either enabling or constraining access to assistive technology, were identified at personal and institutional or environmental levels. Conclusion The article concludes that even though students with learning disabilities devise unconventional assistive ways to manage learning, failure to access assistive technology is a capability deprivation that promotes inequalities. Contribution This article provides insights that shift perspectives that students with disabilities are passive recipients of support; rather, they can be active agents who innovate nontechnological ways to manage learning in the absence of assistive technology.\",\"PeriodicalId\":45606,\"journal\":{\"name\":\"African Journal of Disability\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900313/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Disability\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4102/ajod.v12i0.1106\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Disability","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/ajod.v12i0.1106","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Self-devised assistive techniques by university students with learning disabilities.
Background Access to assistive technology for disabilities is limited in low-resource settings. Therefore, existing research focuses on accessibility challenges. This article focuses on how students with learning disabilities manage learning in the absence of assistive technology, a subject that receives less scholarly attention. Objectives This article aims to provide insights on how students with learning disabilities manage learning in the face of limited access to assistive technology. It explores conversion factors that influence access to assistive technology. Method This qualitative study used semistructured interviews to collect data from students with learning disabilities and respective university staff members who were recruited using convenience and snowballing techniques. Data were analysed thematically and supported by thick descriptions of experiences. Results This study established that students have limited access to assistive technology, and they manage learning through self-devised means that are more socially than technologically or scientifically inspired such as self-affirmation, animal therapy, family support and prayer. Conversion factors, which affect ability by either enabling or constraining access to assistive technology, were identified at personal and institutional or environmental levels. Conclusion The article concludes that even though students with learning disabilities devise unconventional assistive ways to manage learning, failure to access assistive technology is a capability deprivation that promotes inequalities. Contribution This article provides insights that shift perspectives that students with disabilities are passive recipients of support; rather, they can be active agents who innovate nontechnological ways to manage learning in the absence of assistive technology.
期刊介绍:
The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.