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This systematic review identifies that AT can promote educational, psychological and social benefits for SWD. However, AT users and AT officers must be aware of certain factors, such as inadequate AT training, inadequacies of devices, availability of external support and the challenge of negotiating multiple information sources, can hinder effective AT use and thus restrict engagement in the higher education environment. Future AT practices should focus on harnessing the potential of mainstream devices as AT for all students, thus facilitating inclusion and reducing stigma.IMPLICATIONS FOR REHABILITATIONStudents with disabilities face academic, psychological and social challenges within the higher education environment.Assistive technology (AT) use can enable academic engagement and social participation and be transformative from a psychological perspective.Disability support staff in higher education should ensure that the AT needs of students with disabilities are met in order to enhance the educational experience.Harnessing the potential of mainstream devices as AT for all students will facilitate inclusion and reduce stigma.
McNicholl et al. (Tue,) studied this question.
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