Empowering impaired learners: Technological advancements in higher education.
Background: Sensory impairments, such as visual impairment, deafblindness, deaf or hard of hearing (DHH), muteness, and Sensory Processing Disorder, present significant challenges for students in higher education. These challenges include difficulties in accessing information, participating in discu...
| Publicado en: | Technology & Disability Vol. 37; no. 2; pp. 123 - 137 |
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| Autores principales: | , , , , , |
| Formato: | questions and answers research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184137690&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184137690 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10554181 3QS jtl: Technology & Disability issn: 10554181 maglogo: N pubinfo: dt: May2025 vid: 37 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 184137690 182806604 184137690 184137690 10.1177/10554181251313711 184137690 ppf: 123 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Empowering impaired learners: Technological advancements in higher education. aug: au: Sharma, Shruti Dureja, Simran Saini, Dhavni Jose, Ryan Pant, Riddhima Singh, Ashutosh affil: Department of Computer Science, Keshav Mahavidyalaya, University of Delhi, Delhi, India sug: subj: Hearing Disorders Students with Disabilities Assistive Technology Utilization Faculty Role Human Descriptive Statistics Data Analysis Software Faculty-Student Relations Communication Systematic Review ab: Background: Sensory impairments, such as visual impairment, deafblindness, deaf or hard of hearing (DHH), muteness, and Sensory Processing Disorder, present significant challenges for students in higher education. These challenges include difficulties in accessing information, participating in discussions, and adapting to academic environments. Objective: This review aims to explore advancements in assistive technology that support sensory-impaired individuals in higher education and identify existing gaps in accessibility, usability, and educator preparedness, aligning with (UNSDG) (United Nations Sustainable Development Goals) 4's goal of inclusive lifelong education by 2030. Methods: We conducted a systematic literature review of 68 studies focussing on technological solutions such as assistive devices, adaptive learning platforms, and communication tools designed to enhance accessibility and inclusion in academic settings. Results: While various assistive technologies have improved access, disparities in resource availability across institutions persist. Many educators lack adequate training to effectively integrate these technologies, and infrastructure limitations further hinder their use. Conclusions: The findings underscore the need for further research to address accessibility gaps and improve educator training. By enhancing the adoption of assistive technologies, higher education institutions can create more inclusive learning environments, ensuring equal opportunities for all students, regardless of sensory impairments. pubtype: Academic Journal doctype: questions and answers research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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