EDS4805
ASSIGNMENT 6 2025
UNIQUE NO.
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
In South African higher education, access to quality education for all students is central
to the principles of equity, inclusion, and social justice. However, students with dyslexia
often face persistent challenges that negatively affect their academic performance, such
as difficulties with reading, spelling, note-taking, and processing written information
(Mphahlele & Mashaba, 2021). Dyslexia, a neurodevelopmental learning disorder, does
not affect intelligence but impacts literacy acquisition and academic achievement. With
the rapid advancement of educational technologies, assistive technology (AT) has
emerged as a crucial tool to bridge the gap between students with dyslexia and their
peers. Assistive technology encompasses a wide range of digital tools and applications
designed to reduce barriers to learning, promote independence, and enhance
educational outcomes (Mutanga, 2017).
This essay explores the role of assistive technology in enhancing the academic
performance of students with dyslexia in South African higher education. It begins by
examining the concept of dyslexia and its implications for students, followed by a
discussion of the types of assistive technology commonly used in higher education. The
essay also explores the benefits of assistive technology, challenges to its
implementation in South Africa, and strategies to maximise its effectiveness.
Understanding Dyslexia in Higher Education
Dyslexia is a specific learning difficulty characterised by challenges in reading, writing,
and spelling, despite adequate intelligence and educational opportunities (American
ASSIGNMENT 6 2025
UNIQUE NO.
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
In South African higher education, access to quality education for all students is central
to the principles of equity, inclusion, and social justice. However, students with dyslexia
often face persistent challenges that negatively affect their academic performance, such
as difficulties with reading, spelling, note-taking, and processing written information
(Mphahlele & Mashaba, 2021). Dyslexia, a neurodevelopmental learning disorder, does
not affect intelligence but impacts literacy acquisition and academic achievement. With
the rapid advancement of educational technologies, assistive technology (AT) has
emerged as a crucial tool to bridge the gap between students with dyslexia and their
peers. Assistive technology encompasses a wide range of digital tools and applications
designed to reduce barriers to learning, promote independence, and enhance
educational outcomes (Mutanga, 2017).
This essay explores the role of assistive technology in enhancing the academic
performance of students with dyslexia in South African higher education. It begins by
examining the concept of dyslexia and its implications for students, followed by a
discussion of the types of assistive technology commonly used in higher education. The
essay also explores the benefits of assistive technology, challenges to its
implementation in South Africa, and strategies to maximise its effectiveness.
Understanding Dyslexia in Higher Education
Dyslexia is a specific learning difficulty characterised by challenges in reading, writing,
and spelling, despite adequate intelligence and educational opportunities (American
