EDS4805
ASSIGNMENT 6 2025
UNIQUE NO. 863891
DUE DATE: 25 SEPTEMBER 2025
, Research in disability studies
The Role of Assistive Technology in Enhancing Academic Performance of
Students with Dyslexia in South African Higher Education
Introduction
Dyslexia is a specific learning difficulty that primarily affects reading, writing, and
spelling abilities, yet it does not reflect a learner’s intellectual potential. Within the South
African higher education sector, students with dyslexia face challenges such as
decoding academic texts, note-taking, and producing written assessments, all of which
may hinder their academic performance (Mutanga, 2018). Assistive technology (AT)
offers innovative tools and strategies that can help bridge these barriers, thereby
promoting inclusivity and academic success. This essay explores the role of assistive
technology in supporting students with dyslexia in South African higher education
institutions (HEIs).
Challenges Faced by Students with Dyslexia in Higher Education
Students with dyslexia often struggle with reading fluency, spelling accuracy, and
comprehension (Snowling & Hulme, 2020). In higher education, these difficulties
become more pronounced because of the heavy reliance on reading academic
materials and producing written assignments. In South Africa, where students are
expected to engage with diverse academic texts in English, often their second or third
language, these challenges are compounded (Dube, 2020). Consequently, students
with dyslexia are at risk of lower academic performance and psychological stress if
adequate support is not provided.
The Role of Assistive Technology
Assistive technology refers to devices, software, and applications designed to improve
the functional capabilities of individuals with disabilities (Al-Azawei et al., 2017). For
students with dyslexia, AT tools play a pivotal role in reducing barriers to learning.
ASSIGNMENT 6 2025
UNIQUE NO. 863891
DUE DATE: 25 SEPTEMBER 2025
, Research in disability studies
The Role of Assistive Technology in Enhancing Academic Performance of
Students with Dyslexia in South African Higher Education
Introduction
Dyslexia is a specific learning difficulty that primarily affects reading, writing, and
spelling abilities, yet it does not reflect a learner’s intellectual potential. Within the South
African higher education sector, students with dyslexia face challenges such as
decoding academic texts, note-taking, and producing written assessments, all of which
may hinder their academic performance (Mutanga, 2018). Assistive technology (AT)
offers innovative tools and strategies that can help bridge these barriers, thereby
promoting inclusivity and academic success. This essay explores the role of assistive
technology in supporting students with dyslexia in South African higher education
institutions (HEIs).
Challenges Faced by Students with Dyslexia in Higher Education
Students with dyslexia often struggle with reading fluency, spelling accuracy, and
comprehension (Snowling & Hulme, 2020). In higher education, these difficulties
become more pronounced because of the heavy reliance on reading academic
materials and producing written assignments. In South Africa, where students are
expected to engage with diverse academic texts in English, often their second or third
language, these challenges are compounded (Dube, 2020). Consequently, students
with dyslexia are at risk of lower academic performance and psychological stress if
adequate support is not provided.
The Role of Assistive Technology
Assistive technology refers to devices, software, and applications designed to improve
the functional capabilities of individuals with disabilities (Al-Azawei et al., 2017). For
students with dyslexia, AT tools play a pivotal role in reducing barriers to learning.
