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Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution
Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African univers...
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| Format: | Thesis |
| Language: | English English |
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School of Education
2026
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| _version_ | 1867613230073905152 |
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| access_status_str | Open Access |
| author | Rayned, Donna |
| author2 | Govender, Shanali |
| author_browse | Govender, Shanali Rayned, Donna |
| author_facet | Govender, Shanali Rayned, Donna |
| author_sort | Rayned, Donna |
| collection | Thesis |
| description | Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42637 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:32:50.328Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42637 Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution Rayned, Donna Govender, Shanali Universal Design for Learning disability, inclusion, higher education, educational technology, access, higher education staff Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment. 2026-01-21T07:53:44Z 2026-01-21T07:53:44Z 2025 2026-01-21T07:46:17Z Thesis / Dissertation Masters MEd http://hdl.handle.net/11427/42637 en eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Universal Design for Learning disability, inclusion, higher education, educational technology, access, higher education staff Rayned, Donna Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| thesis_degree_str | Master's |
| title | Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| title_full | Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| title_fullStr | Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| title_full_unstemmed | Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| title_short | Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution |
| title_sort | towards improved inclusive approaches to educational technology support a case of staff with disabilities at a higher education institution |
| topic | Universal Design for Learning disability, inclusion, higher education, educational technology, access, higher education staff |
| url | http://hdl.handle.net/11427/42637 |
| work_keys_str_mv | AT rayneddonna towardsimprovedinclusiveapproachestoeducationaltechnologysupportacaseofstaffwithdisabilitiesatahighereducationinstitution |