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THE ROLE OF ASSISTIVE TECHNOLOGY IN ENHANCING ACADEMIC
PERFORMANCE OF STUDENTS WITH DYSLEXIA IN SOUTH AFRICAN HIGHER
EDUCATION
Introduction
The prevalence of dyslexia in South African higher education institutions has been a growing
concern, as students with learning disabilities often face challenges in achieving academic success.
Dyslexia, a neurodevelopmental disorder characterized by difficulties in reading, writing, and
spelling, can significantly hinder a student's ability to engage with and complete academic tasks
(Snowling, 2013). In South Africa, where educational disparities persist due to various
socio-economic and infrastructural factors, the barriers faced by students with dyslexia are even
more pronounced.
Assistive technology (AT) has emerged as a promising tool for supporting students with dyslexia in
their academic journey. AT refers to a wide range of devices, software, and tools designed to assist
individuals with disabilities in performing tasks that may otherwise be challenging (Al-Azawei,
Serenelli, & Lundqvist, 2016). In the context of dyslexia, AT tools like text-to-speech software,
audiobooks, word processors with spell-check features, and speech recognition software can play a
crucial role in overcoming the barriers posed by traditional academic environments (Higgins &
Raskind, 2005). The integration of these technologies in South African higher education could
potentially transform the learning experience for students with dyslexia, improving their academic
performance, confidence, and overall educational outcomes.
This research seeks to explore the role of assistive technology in enhancing the academic
performance of students with dyslexia in South African higher education. By examining the current
state of AT usage, its impact on academic achievement, and the challenges students face in accessing
and utilizing these tools, the study aims to contribute valuable insights into the practical application
of AT within South African institutions. Furthermore, the study will consider the institutional,
cultural, and technological factors that may affect the implementation and effectiveness of AT for
dyslexic students in this unique context.
Through this exploration, the research intends to provide recommendations for improving the
accessibility and efficacy of AT in South African higher education, thus ensuring that students with
dyslexia have equitable opportunities for academic success.
THE ROLE OF ASSISTIVE TECHNOLOGY IN ENHANCING ACADEMIC
PERFORMANCE OF STUDENTS WITH DYSLEXIA IN SOUTH AFRICAN HIGHER
EDUCATION
Introduction
The prevalence of dyslexia in South African higher education institutions has been a growing
concern, as students with learning disabilities often face challenges in achieving academic success.
Dyslexia, a neurodevelopmental disorder characterized by difficulties in reading, writing, and
spelling, can significantly hinder a student's ability to engage with and complete academic tasks
(Snowling, 2013). In South Africa, where educational disparities persist due to various
socio-economic and infrastructural factors, the barriers faced by students with dyslexia are even
more pronounced.
Assistive technology (AT) has emerged as a promising tool for supporting students with dyslexia in
their academic journey. AT refers to a wide range of devices, software, and tools designed to assist
individuals with disabilities in performing tasks that may otherwise be challenging (Al-Azawei,
Serenelli, & Lundqvist, 2016). In the context of dyslexia, AT tools like text-to-speech software,
audiobooks, word processors with spell-check features, and speech recognition software can play a
crucial role in overcoming the barriers posed by traditional academic environments (Higgins &
Raskind, 2005). The integration of these technologies in South African higher education could
potentially transform the learning experience for students with dyslexia, improving their academic
performance, confidence, and overall educational outcomes.
This research seeks to explore the role of assistive technology in enhancing the academic
performance of students with dyslexia in South African higher education. By examining the current
state of AT usage, its impact on academic achievement, and the challenges students face in accessing
and utilizing these tools, the study aims to contribute valuable insights into the practical application
of AT within South African institutions. Furthermore, the study will consider the institutional,
cultural, and technological factors that may affect the implementation and effectiveness of AT for
dyslexic students in this unique context.
Through this exploration, the research intends to provide recommendations for improving the
accessibility and efficacy of AT in South African higher education, thus ensuring that students with
dyslexia have equitable opportunities for academic success.
