| Sumario: | Purpose: Epistemic access can be explained as a merely physical entry or entry beyond physical access that require supports. The epistemic access and success for students with disabilities remain a topical issue in higher education, more so during the transition to online teaching and learning that was ignited by Covid-19. This study aims to examine how the epistemic access of students using assistive technology was imperilled during Covid-19 lockdown restrictions. Method: This qualitative study is based at this University of Technology in KwaZulu Natal Province in South Africa. A total of twenty-five students with disabilities who use different assistive technologies were identified through purposive sampling, amongst 57 registered students with disabilities. The data was collected through semi-structured interviews and as a means of triangulation, a focus group was also held with thirteen students. The data was thereafter thematically analysed. Results: Students reported difficulties in accessing and utilizing assistive devices, due to lack of appropriate assistive technology, technical skills, poor network, and support. This perpetuated discrimination, social exclusion, and injustices in higher education for students with disabilities. Some had to double their efforts to access their lessons and assessments. Even though their epistemic access was disrupted; they displayed a resilient character. Conclusion: Online or blended teaching and learning appear to be the future trend in higher education, thus; effective plans and systems alignment are required to avoid exclusion of students with disabilities in the digital learning space. To continue to promote social inclusion and inclusive education in higher education institutions, the provision and procurement of assistive technologies must be prioritised. Accommodation of students with disabilities should be amongst other key considerations in the planning of future teaching and learning.
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