article · Disability and Rehabilitation Assistive Technology
Students with disabilities encounter multiple obstacles in their daily activities within higher education. Key barriers include poorly accessible physical infrastructure, a lack of learning and teaching materials formatted for accessibility, and negative attitudes. Understanding these specific difficulties is crucial to supporting these students in reaching their academic potential. The identified challenges highlight the necessity of developing tailored rehabilitation strategies and formal policies. Such measures must address the accessibility of university facilities, promote inclusive educational practices, and ensure the adequate provision of assistive technology to meet student needs.
Students with disabilities frequently face structural, material, and social hurdles that undermine their academic success. Identifying these barriers is a critical step towards creating equitable educational environments. By recognising issues in infrastructure, learning materials, and negative attitudes, universities and policymakers can design inclusive policies and rehabilitation strategies that enable every student to participate fully in higher education.
The findings highlight an urgent demand for accessible educational materials and assistive technologies suitable for university environments. Potential users include students with disabilities and higher education institutions seeking compliance with inclusive education standards. However, because this work focuses on qualitative barrier identification rather than product design or testing, it represents early-stage formative research that requires further translation into specific commercial or institutional solutions.
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Barriers to activities of daily living among students with disabilities were poor accessibility of infrastructural facilities, lack of teaching/learning materials in an accessible format, and negative attitudes. The present study's finding is needed to support students in higher education for their academic achievement and to design appropriate rehabilitation strategies and policies on the accessibility of physical infrastructures, inclusive education, and the provision of assistive technology.
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DOI: 10.1080/17483107.2024.2362248
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