Learnings from assistive technology use in an online, higher education environment

This paper highlights key learnings from AT use in an online, higher education environment which should be considered and implemented to address inequity. A flexible approach to the delivery of supports and services, which is co-designed with disabled students, should be employed to maximise participation and inclusion, ensuring that students can access the same quality assistance regardless of mode of study. This should form an integral part of widening participation initiatives in higher education institutions and national disability strategies.