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September 12, 2026International Journal of Inclusive Education

Influences of availability and utilisation of assistive technology on the academic achievement of students with disabilities in the universities of Ethiopia

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Authors

GDGezie Ketema Dabi

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Overview

Mixed-methods study reveals improved academic achievement from assistive technology in university students with disabilities, indicating the critical role of accessible educational tools.

Key Points

  • To examine how the availability and utilization of assistive technology influence the academic achievement of university students with disabilities.
  • Conducted an explanatory sequential mixed-methods design at selected first-generation public universities in Ethiopia.
  • Sampled 224 students with disabilities via random selection for quantitative surveys, alongside 12 students with disabilities and 4 disability center coordinators purposively selected for in-depth qualitative interviews.
  • Analyzed quantitative survey data using descriptive statistics, Pearson correlations, independent t-tests, and structural regression, paired with thematic analysis for qualitative interview data.
  • Assistive technology availability and utilization both showed significant positive correlations with academic achievement (r = .63, p < .001 and r = .79, p < .001, respectively).
  • Students with met assistive technology needs demonstrated significantly higher mean academic achievement (M = 6.75, SD = .66) than those with unmet needs (M = 5.75, SD = .53; t(222) = 12.58, p < .001).
  • Structural regression analysis showed that the availability and utilization of assistive technology accounted for 52.3% of the variance in students' academic achievement.

Cite This Study

Gezie Ketema Dabi (2026) studied this question.

synapsesocial.com/papers/6aa51ef5327956e4761f8efchttps://doi.org/10.1080/13603116.2026.2731182
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