EDS4805
ASSIGNMENT 6 2025
UNIQUE NO. 863891
DUE DATE: 25 SEPTEMBER 2025
, The Role of Assistive Technology in Enhancing Academic Performance of
Students with Dyslexia in South African Higher Education
Introduction
Dyslexia is a specific learning disability characterized by difficulties in accurate and/or
fluent word recognition, spelling, and decoding, which persist despite adequate
intelligence and instruction. In the context of higher education, students with dyslexia
face increased demands: high reading loads, written assignments, timed exams, note-
taking from lectures, etc. These challenges often lead to anxiety, lower self-esteem, and
sometimes higher dropout or slower throughput rates. Assistive Technology (AT) refers
to software, hardware, or adaptive tools and strategies designed to help students
overcome difficulties associated with disabilities, including reading, writing, and
accessing information. In South Africa, higher education institutions have policies and
structures in place for disability support, but there is evidence that the provision and use
of AT for students with dyslexia is uneven, and its impact is not fully realized.
Policy and Legal Context in South Africa
The Department of Higher Education and Training (DHET) has invested in
disabilities infrastructure, including “assistive learning hardware, magnification of
printed text, enhancement software, low-vision aids, Braille embossers,
computers, software, hardware and accessories” for universities across the
country. South Africa Government
South African policy emphasizes reasonable accommodation, universal design,
and the removal of barriers in the built environment, information &
communication, and learning access for persons with disabilities.
SAnews+2South Africa Government+2
The Higher and Further Education Disability Services Association (HEDSA) plays
a coordinating role in sharing knowledge of AT, facilitating collaborations among
ASSIGNMENT 6 2025
UNIQUE NO. 863891
DUE DATE: 25 SEPTEMBER 2025
, The Role of Assistive Technology in Enhancing Academic Performance of
Students with Dyslexia in South African Higher Education
Introduction
Dyslexia is a specific learning disability characterized by difficulties in accurate and/or
fluent word recognition, spelling, and decoding, which persist despite adequate
intelligence and instruction. In the context of higher education, students with dyslexia
face increased demands: high reading loads, written assignments, timed exams, note-
taking from lectures, etc. These challenges often lead to anxiety, lower self-esteem, and
sometimes higher dropout or slower throughput rates. Assistive Technology (AT) refers
to software, hardware, or adaptive tools and strategies designed to help students
overcome difficulties associated with disabilities, including reading, writing, and
accessing information. In South Africa, higher education institutions have policies and
structures in place for disability support, but there is evidence that the provision and use
of AT for students with dyslexia is uneven, and its impact is not fully realized.
Policy and Legal Context in South Africa
The Department of Higher Education and Training (DHET) has invested in
disabilities infrastructure, including “assistive learning hardware, magnification of
printed text, enhancement software, low-vision aids, Braille embossers,
computers, software, hardware and accessories” for universities across the
country. South Africa Government
South African policy emphasizes reasonable accommodation, universal design,
and the removal of barriers in the built environment, information &
communication, and learning access for persons with disabilities.
SAnews+2South Africa Government+2
The Higher and Further Education Disability Services Association (HEDSA) plays
a coordinating role in sharing knowledge of AT, facilitating collaborations among
