The impact of assistive technology use for students with disabilities in higher education: a systematic review

Attitudes of support people: a key element when implementing technologies for people with intellectual and visual disabilities

AIM

The degree to which people with intellectual and visual disabilities can use technology relies on the level of support they receive. However, there is a lack of knowledge about the relationship between the constructs effort expectancy, attitudes, and behavioural intentions of support people (i.e. relatives and healthcare professionals) regarding the use of such technologies for people with intellectual and visual disabilities. The aim of this study was to gain insight into how these constructs are connected and to explore their relationship with support person's characteristics and the support need levels of people with intellectual and visual disabilities.

METHODS

In total, 186 support people from a Dutch healthcare organisation focusing on people with intellectual and visual disabilities participated in an online questionnaire. We used a regression analysis to explore how the constructs, the characteristics, and the level of support needs were related.

RESULTS

Both effort expectancy (β = .35; t(185) = 5.04; p < .001) and attitude (β = .75; t(185) = 15.55; p < .001) of support people were related to the intention to use technologies. The effect of effort expectancy (β = .04; t(177) = .74; p = .462) on the intention to use technologies was mediated through attitude (β = .74; t(177) = 13.28; p < .001). Younger support people scored higher on attitude than older support people.

CONCLUSIONS

Support people's effort expectancy and attitude play a significant role in their intention to use technologies when supporting people with intellectual and visual disabilities, with attitude emerging as pivotal factor.

User satisfaction and dissatisfaction with assistive technology devices and services in India

User satisfaction with Assistive Technology (AT) is one of the crucial factors in the success of any AT service. The current study aimed to estimate satisfaction with AT and the reasons for dissatisfaction and unsuitability among persons with functional difficulties in India. Using the WHO Rapid Assistive Technology Assessment tool, a cross-sectional study was conducted in eight districts, representing four zones of India. Multi-stage cluster random sampling and probability proportional to size techniques were used to select smaller administrative units from the larger ones. Satisfaction was reported in terms of assistive products and service delivery. In total, 8486 participants were surveyed out of which 8964 individuals were enumerated with a response rate of 94.6%. Around 22.2% (1888) of participants had functional difficulties and reported using AT, out of which 3.9% (74) were dissatisfied with their products. The assistive products, assessment and training, and repair and maintenance-related services were reported to be satisfied by approximately 92.2% (1740), 88.4% (1669), and 85.2% (1609) of respondents, respectively. Further, 3.2% (61) and 3.7% (70) of respondents reported that their AT was not suitable for home and public environments, respectively. According to 2.8% (53) respondents, their AT did not assist them in executing daily living activities. Discomfort (56.6%), poor fitting (37.7%), low quality of service (20.7%), and poor aesthetic values (18.9%) were identified as reasons for dissatisfaction. Satisfaction was good for AT received from friends and family but was poor for those received from the public sector. The study shows that overall satisfaction and suitability with AT were high among users with functional difficulties, but few have reported barriers to effective device use and facing challenges in accessing repair and follow-up services.

Assistive technology and daily living challenges among students with disabilities at University of Gondar, Ethiopia: a qualitative study

BACKGROUND

Disability influences activities of daily living, leading to unsafe conditions, poor quality of life, and dependence on others and assistive technologies. Despite limited access and unmet needs, assistive technology enables users to participate in education and be independent members of their community. Students with disabilities in higher education face many challenges in their day-to-day activities and evidence is limited in the study area. Therefore, this study aimed to explore assistive technology experience and daily living challenges among students with disabilities in higher education.

METHOD

A descriptive qualitative study design was employed at the University of Gondar, Gondar, Ethiopia, between December 20, 2022, and January 20, 2023. A purposive sampling method was employed to recruit 14 students with disabilities. An in-depth interview was employed using semi-structured questionnaires. Open Code version 4 software for coding and reflexive thematic analysis approach was employed for the analysis.

RESULT

A total of 14 students with disabilities were included in an in-depth interview. Four main themes emerged, which included activities of daily living, attitudes toward people with disabilities, barriers to accessibility, and access to assistive technology.

CONCLUSION

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.

Feeling valued: the interplay of assistive technology and identity

PURPOSE

The aim of this study was to explore the impact of AT in identity for students with disabilities in higher education and if/how this changes over time.

METHODS

Using a longitudinal qualitative research design, semi-structured interviews were conducted with students with disabilities (n = 13) in higher education in Ireland on two occasions during an academic year. A trajectory approach to longitudinal analysis was employed. This involved the use of matrices and identification of a through line for the study, which connects participant change over time.

RESULTS

The through line identified was feeling valued, which was central in the negotiation of identity over time across three themes: feelings of autonomy and competence; claiming disability; and feeling like you belong as a student. AT impacted experiences across the three themes which subsequently promoted or undermined students' sense of value. Reciprocally, feeling valued influenced use and perceptions of AT. Factors specific to a higher education context were also identified which influenced meanings attached to AT over time.

CONCLUSION

Creating an environment where students feel valued is key in promoting use of and positive perceptions of AT. This should form an integral part of AT and disability policy in higher education.

Discovering the barriers to scaling a co-design approach for the provision of custom assistive technology within healthcare services

Introduction: Using computer-aided design and 3D printing within a co-design process to produce assistive technology (AT) has a positive impact in delivering customised solutions to end-users' needs. However, to date its adoption within healthcare services has been limited. This work aims to gather clinicians' insights to identify and analyse barriers inherent in the AT design, manufacturing, and provision processes and inform a detailed understanding of the current AT eco-system. It forms part of a long-term ambition to efficiently scale up a service for the co-design of custom AT across specialties and healthcare services.

Methods: Five interactive workshops were run with 21 healthcare professionals currently involved in AT provision. Participants were recruited from two health boards in the UK. Thematic analysis was used to identify common barriers to scaling up a custom AT approach. Additionally, an eco-system map was created to determine the key stakeholders and their interactions.

Results: Nineteen descriptive themes, grouped into four analytical themes, were identified related to the design of AT, access to AT, healthcare staffing and healthcare system pressures. The eco-system map identified sixteen individual stakeholders and ten different groups of significant corporate stakeholders.

Discussion: The identified barriers relate to both the provision of off-the-shelf and the co-design of customised AT. Further promoting the scaling up of a co-design custom AT process requires: improving communication between stakeholders, enabling information about AT to be easily accessible, ensuring feedback is gathered and used, and creating tools that enable non-expert designers to modify custom AT designs safely and effectively.

Improving communication and promoting social inclusion for hearing-impaired users: Usability evaluation and design recommendations for assistive mobile applications

This study examines the usability of communication-assistive applications for hearing-impaired users, with a focus on enhancing user experience and promoting social inclusion. Although such applications have been developed and evaluated previously, interface designs that consider the intimacy needs of hearing-impaired users remain under-explored. We performed a comprehensive usability evaluation employing a mixed-method approach, which involved hearing-impaired individuals as well as field experts. The findings revealed areas for improvement in the design, validated the feasibility of implementing these applications, and emphasized the importance of incorporating the unique needs and preferences of hearing-impaired users. Furthermore, this paper discusses the importance of introducing guidelines and evaluation scales for the "Design for Emotion and Life Knowledge" levels to facilitate smooth and effective human-computer interactions. Such measures will promote the development of intelligent assistive technologies that reflect the qualitative needs of people with disabilities and contribute to social rights for hearing-impaired users. With the growing demands of artificial-intelligence-powered assistive technologies, the inclusion of individuals with disabilities in the design and research process is anticipated to increase. In future, studies should be conducted to blend the culturally shared experiences and emotional bonds expressed by users (having mild-to-severe hearing impairment) with the design and development process of assistive devices or services.

Assistive technology use and its associated factors among university students with disabilities: a case study in a developing country-mixed study design

PURPOSE

Despite the recognized benefits, access to assistive technology (AT) remains limited. Identifying the current usage patterns and unmet needs of AT users could help address the challenges of students with disabilities. Thus, this study aimed to investigate AT use and its associated factors.

METHODS

An institution-based cross-sectional mixed study was conducted on higher education students with disabilities in Ethiopia. An interviewer-administered questionnaire and an in-depth interview technique were used to collect data. Descriptive statistics and binary logistic regression models were used to analyse the quantitative data, while inductive thematic analysis was undertaken for the qualitative data.

RESULTS

A total of 233 (74.68%) with (95% CI: 70%-80%) students with disabilities used at least one form of AT. Four themes emerged which include experiences of AT use and disability, benefits and challenges of using AT, perception of the community towards AT, and responsibility for the provision of AT. Students with vision problems or those with severe disability types were most likely to be AT users.

CONCLUSION AND RECOMMENDATIONS

A significant proportion of students with disabilities had unmet needs for AT. Capacity at universities or rehabilitation centres would enhance access, usage of AT, and the unmet needs of students with disabilities.

Assistive technologies are central to the realization of the Convention on the Rights of Persons with Disabilities

PURPOSE

In this paper, we highlight examples of how AT may play a role in realizing each of the fundamental rights affirmed in the UNCRPD.

MATERIALS AND METHODS

We conducted an indicative literature search for relevant literature to each of the substantive articles of the CRPD.

RESULTS

Assistive technology plays a critical role in achieving the rights affirmed by the Convention on the Rights of Persons with Disabilities.

CONCLUSIONS

Ensuring adequate provision of AT by states parties is critical to the progressive realization of the rights of persons with disabilities and to fulfilling commitments made by states parties upon ratification of the CRPD.Implications for rehabilitationAssistive technology (AT) is critical to enable full participation of persons with disability in society and the achievement of rights affirmed by the Convention on the Rights of Persons with Disabilities.Governments and other key stakeholders should endeavour to improve access to AT through inclusive, evidence-informed programs and services.Advocacy is required to improve access to AT through universal health coverage.

In search of language development for students who are hard of hearing: measuring the effectiveness of assistive technologies through teaching practices

This study evaluated the effectiveness of assistive technologies (ATs) through e-books in teaching practices aimed at enhancing language development among hard-of-hearing (HH) students. The study implemented an intervention consisting of four language aspects (phonemic awareness, writing, vocabulary, and reading comprehension) wherein the ATs' impacts on language development were assessed. Eighty HH students were divided into control and treatment groups and evaluated through pre- and post-tests. The results showed that the intervention led to significant changes in all four language aspects in both groups. Interestingly, the effect sizes were moderate in the control group but large in the treatment group, thus showing the efficiency and effectiveness of the developed intervention. These findings constitute useful evidence-based guidelines for implementing ATs to enhance teaching practices in the HH language setting.

The use of assistive technology to promote practical skills in persons with autism spectrum disorder and intellectual disabilities: A systematic review

Persons with autism spectrum disorder (ASD) and/or intellectual disability (ID) have difficulties in planning, organising and coping with change, which impedes the learning of daily living skills (DLSs), social participation and self-management across different environmental settings. Assistive technologies (ATs) is a broad term encompassing devices and services designed to support individuals with disabilities, and if used in a self-controlled manner, they may contribute inclusion in all domains of participation. This comprehensive literature review aims to critically assess and unify existing research that investigates the use of assistive technology within the practical domain for individuals with ASD and/or ID. The 18 relevant studies included in this review highlighted the benefits of AT for social participation and independence in daily activities of individuals with ASD and/or ID. Professionals working with this target group should be knowledgeable of the speedy progress of AT products and the potential of persons with ASD and/or ID to use mainstream devices to meet their individual needs. This awareness provides an opportunity to advocate for the universal benefits of AT for everyone. Technologies such as virtual reality, mobile applications and interactive software have been shown to improve DLSs, communication and social interaction. These tools offer engaging, user-friendly platforms that address the specific needs of these individuals, enhancing their learning and independence.

Assessing the use of co-design to produce bespoke assistive technology solutions within a current healthcare service: a service evaluation

PURPOSE

Co-design involves engaging with the end-user in the design process and may help reduce the barriers to assistive technology use. Previous research has used co-design in the provision of assistive technology, but no research has looked at applying it within a healthcare setting. This service evaluation examines the use of co-design in providing customized assistive devices within a current UK healthcare based Rehabilitation Engineering department.

METHODS

This evaluation reports on three case studies. Individuals identified a range of challenges in daily living. The participants worked with the clinician in trialling prototypes and providing feedback to develop custom devices. A mixed-method approach of questionnaires and semi-structured interviews were used to evaluate the devices provided and the co-design approach. The resources required to provide the device were also calculated.

RESULTS

Five different devices were developed, which were able to overcome the challenges identified. Results indicated participants were satisfied with both the devices and service provided. Participants expressed other benefits including increased independence, increased positive emotions and reduced mental load. Participants indicated they liked being involved in the design process and their feedback helped ensure the devices were customized to their needs.

CONCLUSIONS

The use of co-design was able to produce customized assistive device that met the needs of the individuals within a current healthcare service. Further work is required to assess the feasibility of utilising a co-design approach for the provision of other custom assistive technology in the future and explore if this can overcome the barriers to assistive technology use.Implications for rehabilitationEnd-user involvement, the design process can help enable customized assistive devices to be provided that better meet the user's needs.The custom assistive devices provided not only helped the individuals overcome the challenges identified but had wider reaching benefits for the individuals physical and mental health and wellbeing.End-users valued being able to input into the co-design process and working closely with the clinician in developing the device.

Rehabilitation counsellor perceived importance and competence in assistive technology

PURPOSE

Assistive technology (AT) has received much attention for its capacity to improve quality of life for individuals with disabilities. While AT can be promising, the high AT abandonment issue persists. Rehabilitation counsellors are considered important in solving such an issue. However, how to effectively prepare rehabilitation counsellors to provide AT services remain unclear. This study aims to investigate the field experience of rehabilitation counsellors and identify the most relevant AT knowledge and skills to the profession.

METHOD

A survey that explores rehabilitation counsellors perceived AT importance and competence was used. A total of 237 rehabilitation counsellors in the United States were recruited via the email listserv provided by Commission on Rehabilitation Counsellor Certification.

RESULTS

The results indicated that while rehabilitation counsellors considered AT important to them, they felt ill-prepared in providing such services. Of the three subscales, the ability to use AT was rated with the highest importance and the knowledge of AT was rated with the lowest competence.

CONCLUSION

Although it is impossible for rehabilitation counsellors to know every aspect of the AT services, five training areas were identified to be a priority. Specifically, these five areas include training to improve rehabilitation counsellors' (a) awareness of AT benefit, (b) knowledge and skill of AT assessment, (c) knowledge of computer based AT and the use of social media, (d) skill in using AT to increase service accessibility, and (e) ability to assist clients decision making that addresses both physical and psychological needs.IMPLICATIONS FOR REHABILITATION•Confirm the importance of AT in rehabilitation counselling practices.•Recognise the limited AT competence amongst rehabilitation counsellors.•Identify five areas for more AT training that improve rehabilitation counsellors'•Awareness of AT benefit,•Knowledge and skill of AT assessment,•Knowledge of computer based AT and the use of social media,•Skill in using AT to increase service accessibility, and•Ability to assist clients decision making that addresses both physical and psychological needs.

Assistive technology: The current perspective in India

The world, today, recognizes the increasing importance of assistive technology (AT) that can reduce the functional limitations of persons with disabilities, individuals with chronic debilitating diseases, and elders. This indicates that at some point, everyone, either temporary or permanent, will require AT to improve their physical and functional abilities, thus contributing to independent living, social inclusion, and education. Besides this, the need for AT will be growing with a majority from low-middle-income countries. The same is true for India though we are not sure how many people have met a need, and unmet need for AT to date, but the requirement will continue to increase. There is a significant gap between needs and access to AT. Recently, the WHO has led many initiatives related to AT services after the 71^st World Health Assembly's resolution in 2018, to improve access to AT for its member states. The UN Sustainable Development Goals (SDGs) have pledged that no one should be left behind irrespective of personal characteristics. India, a ratified member state, needs to align with various initiatives undertaken by the WHO and the UN. Despite many challenges, India needs to formulate evidence-based AT policy, planning within the purview of the healthcare delivery system in collaboration with various government and nongovernment sectors, including industries. This article explores the need, access, and potential challenges associated with AT services in India. Finally, we discussed various initiatives on AT in the country and possible recommendations to improve AT services across.

Experimental Evaluation of EMKEY: An Assistive Technology for People with Upper Limb Disabilities

Assistive technology can help people with disabilities to use computers more effectively and can enable them to access the same information and resources as people without disabilities. To obtain more insight into the factors that can bring about the design of an Emulator of Mouse and Keyboard (EMKEY) to higher levels of user satisfaction, an experimental study was conducted in order to analyse its effectiveness and efficiency. The experimental study involved 27 participants (M_age = 20.81, SD = 1.14) who performed three experimental games under different conditions (using the mouse and using EMKEY with head movements and voice commands). According to the results, the use of EMKEY allowed for the successful performance of tasks such as matching stimuli (F_(2,78) = 2.39, p = 0.10, η² = 0.06). However, the execution times of a task were found to be higher when using the emulator to drag an object on the screen (t_(52,1) = -18.45, p ≤ 0.001, d = 9.60). These results indicate the effectiveness of technological development for people with upper limb disabilities; however, there is room for improvement in terms of efficiency. The findings are discussed in relation to previous research and are based on future studies aimed at improving the operation of the EMKEY emulator.

Increased physical activity, higher educational attainment, and the use of mobility aid are associated with self-esteem in people with physical disabilities

Background

High self-esteem can help people with disabilities overcome barriers and improve their mental health and well-being. This study sought to examine self-esteem levels among Saudis with physical disabilities based on socio-economic factors. It also aimed to determine the minimum weekly duration of physical activity performed by participants and examine its effects, along with those of other socio-economic factors, on participants' self-esteem.

Methods

A participant sample (N = 582) consisting of Saudi individuals aged 33.78 ± 9.81 years with physical disabilities (males, n = 289; females, n = 293) was recruited to participate in this study. Levels of self-esteem were measured using the Arabic version of the Rosenberg Self-Esteem Scale.

Results

Compared to women, men demonstrated significantly higher levels of overall self-esteem, positive feelings, and negative feelings (p < 0.01). The respondents' average levels of overall self-esteem (p < 0.001), positive feelings (p < 0.01), and negative feelings (p < 0.001) also varied by type of physical disability. Wheelchair-using participants had the highest values for self-esteem and positive feelings; cane-using participants or those who did not use mobility aids had the lowest values. Weighted least squares regression showed that weekly physical activity was the factor that most affected self-esteem (β = 0.002), followed by education level (β = 0.115), then type of mobility device used (β = -0.07).

Conclusion

Increased weekly physical activity, higher education levels, and the use of mobility aids were the factors likely to improve the self-esteem of Saudis with physical disabilities.

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

PURPOSE

Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland.

METHODS

One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale.

RESULTS

AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self-efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement.

CONCLUSION

These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. Implications for rehabilitationStudents with disabilities can face many additional challenges within the higher education environment.Findings from this research show that access to appropriate assistive technology can support students' educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem.Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses.Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

Exploring the barriers to using assistive technology for individuals with chronic conditions: a meta-synthesis review

PURPOSE

Assistive technology can provide a key tool to enabling independence, greater inclusion and participation in society for individuals with chronic conditions. This potential is currently not always realized due to barriers to accessing and using assistive technology. This review aims to identify the common barriers to acquiring and using assistive technology for users with chronic conditions through a systematic meta-synthesis. This differs from other systematic reviews by applying a transdiagnostic approach to identify if barriers are common across chronic conditions.

MATERIALS AND METHODS

A systematic literature search of five scientific databases (PubMed, SCOPUS, PsycINFO, CINAHL and Medline) was conducted to identify relevant qualitative studies. The search was conducted in November 2019. For the identified articles, thematic content analysis was conducted and the methodological quality was evaluated using the Critical Appraisal Skills Programme (CASP) checklist for qualitative research.

RESULTS

Forty papers met the inclusion criteria and were included in the analysis. Fifty-one descriptive themes grouped into six overarching analytical themes were identified from the studies. The analytical themes identified were: the design and function of the assistive technology, service provision, information and awareness, psychological barriers, support network and societal barriers.

CONCLUSIONS

The barriers are interconnected and common across different health conditions. More involvement in personalized care for developing strategies, adaptation of home technologies and provision of assistive technology could overcome the service provision and design barriers to assistive technology. Accessible information and providing greater awareness will be important to overcoming information, psychological and societal barriers to assistive technology.Implications for rehabilitationIndividuals with chronic conditions face complex barriers to acquiring and using assistive technology as a result of the devices themselves, their individual context, the healthcare context where assistive technology is provided and wider societal barriers.The provision of assistive technology needs to change away from the traditional medical model of the "expert" clinician and instead focus on more user involvement to deliver personalised care that utilises the users lived knowledge and experiences.Assistive technology provision should be considered alongside how to adapt everyday mainstream technology to meet user needs; the provision of devices should encourage creative problem solving rather then relying on pre-defined prescription lists of assistive technology.

Promoción de salud más allá de los estilos de vida saludables: propuestas de actuación en una universidad chilena

Las intervenciones centradas en cambios de conducta, sumadas a la escasa evidencia de mapeo y dinamización de activos en Universidades Promotoras de Salud (UPS), hacen necesario potenciar enfoques integrales y sistémicos que contribuyan al bienestar y empoderamiento de sus integrantes. El objetivo de este artículo es explorar propuestas de acción que contribuyan a fortalecer activos en una comunidad universitaria chilena. Se desarrolló un estudio cualitativo con 72 hombres/77 mujeres (estudiantes, trabajadores, jubilados y exestudiantes). Se realizaron 48 entrevistas individuales y 14 grupos focales. Se efectuó un análisis de contenido utilizando el software QRS NVivo 12. Las propuestas identificadas se agruparon en: desarrollo de la participación e inclusión, promoción de la salud mental, mantenimiento y mejora de áreas verdes e infraestructura, y fortalecimiento del acceso a actividades deportivas, culturales y de extensión universitaria. Las mujeres valoraron la difusión de activos comunitarios y el cuidado de las personas y el entorno. Y los hombres, el fortalecimiento del capital social, la docencia y la transferencia de conocimiento. Las propuestas de acción tienen una orientación colectiva que favorece el vínculo de las personas con su entorno y el desarrollo del sentido de comunidad. Desde una perspectiva de género, se observa reproducción de roles y estereotipos arraigados en el sistema patriarcal. Esto constituye un desafío para potenciar las UPS en tanto política pública, considerando los principios de participación, justicia social y equidad.

Provision of Assistive Technology for Students with Disabilities in South African Higher Education

This paper used the Critical Disability Theory (CDT) to analyse the provision of assistive technology (AT) and assistive devices at an institution of higher education in South African. In this empirical study, data were collected through interviews with students with disabilities and Disability Rights Centre staff members. The paper sought to explore the effectiveness of the provision of AT and assistive devices, in terms of enabling students with disabilities' learning. The provision was deemed inadequate, and a specific AT and assistive device was inaccessible to one category of disability, consequently limiting learning. The paper concludes that the provision of assistive devices at the institution enabled students with disabilities' learning, however, there was a need for improvement by way of the Universal Design for Learning (UDL). The UDL will help all diverse students, including students with disabilities in all their categories of disability, to be assisted to learn through the provision of AT and assistive devices. It is hoped that the paper will contribute to contemporary debates on the provision of AT and assistive devices for people with disabilities in low-resource settings, from a South African context specifically, and in higher education broadly.

Basic principles for the development of an AI-based tool for assistive technology decision making

INTRODUCTION

The impact of assistive technology use on the lives of people with disabilities has long been demonstrated in the literature. Despite the need for assistive technologies, and a wealth of innovative, afford-able, and accessible products, a low rate of assistive technology uptake is globally maintained. One of the reasons for this gap is related to data and knowledge formation and management. Low access to information and a lack of assessment services is evident. Fragmentation of data, inconsistency in assessment methodology and heterogeneity in the competence of assistive technology professionals, has led to a growing interest in the opportunities that data sciences, including AI, hold for the future of the assistive technology sector, as a supportive and constructive mechanism in any decision-making process.

OBJECTIVES

In this short paper, we seek to describe some of the principles that such an AI-based recommendation system should be built upon, using the Atvisor platform as a case study. Atvisor.ai is an AI-based digital platform that supports assistive technology assessments and the decision-making process.

RECOMMENDATIONS

Our recommendations represent the aggregated insights from two pilots held in Israel, testing the platform in multiple environments and with different stakeholders. These recommendations include ensuring the continuum of care and providing a full user journey, incorporating shared decision making and self-assessment features, providing data personalisation and a holistic approach, building a market network infrastructure and designing the tool within a wider service delivery model design. Assessment and decision-making processes, crucial to optimal uptake, cab be leveraged by technology to become more accessible and personalised.IMPLICATIONS FOR REHABILITATIONProvides principles for the development of an AI-based recommendation system for assistive technology decision making.Promotes the use of artificial intelligence to support users and professionals in the assistive technology decision making process.Personalization of data regarding assistive technology, according to functional, holistic and client centered profiles of users, ensures optimal match and better use of assistive technology.Self-assessment and professional assessment components are important for enabling multiple access points to the assistive technology decision making process, based on the preferences and needs of users.