The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa
Bibliographic Data
| ID | 4098360 |
|---|---|
| Authors | Lynn Clouder (0000-0002-3923-2920, Coventry University, corresponding author), Jacqueline Cawston (0000-0001-8804-6510, Coventry University), Katherine Wimpenny (0000-0002-7338-782X, Coventry University), Ahmed Khalifa Aly Mehanna (Arab Academy for Science, Technology and Maritime Transport, Giza Governorate , Egypt), Ahmed Mehanna (0000-0002-9947-9765, Arab Academy for Science, Technology, and Maritime Transport), Youcef Hdouch (0000-0001-6184-3632, Université Ibn-Tofail), Iman Raissouni (Office of International Cooperation, Abdelmalek Essadi University, Tétouan, Morocco), Karima Selmaoui (0000-0002-3374-8280, Université Ibn-Tofail) |
| Year | 2019 |
| Volume | 44 |
| Issue | 8 |
| Pages | 1344-1357 |
| Publication date | 2019-08-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2018.1437721 |
| OpenAlex | W2734490419 |
| Language | EN |
| Citations received | 10 |
| References cited | 24 |
This article considers the impact of a two-year collaborative European Union-funded project. The ‘Sustainable Ways to Increase Higher Education Students’ Equal Access to Learning Environments’ (SWING) project, brought together four European higher education institutions, one institution in Egypt and two in Morocco. It aimed to promote equal access to university education, and future career opportunities, for students with disabilities in the North African countries, using accessible assistive technology. Appreciative inquiry was used to explore the impact of the project processes and outcomes. We will share how the focus on assistive technology addressed the invisibility of students with disabilities by promoting individual and collective student agency. Students’ emerging sense of empowerment is attributed to two factors that inform the wider inclusive education debate: the power of technology as a mediator of change and the importance of a bottom-up/top-down dynamic
Assistive technology · Business · Economic growth · Empowerment · European union · Focus group · Higher education · Pedagogy · Political science · Public relations · Social science · Sociology · Family and Disability Support Research · Gender Studies · Higher Education Learning Practices · Higher Education Practises and Engagement · Psychology
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ICT dynamics for gender inclusive intermediary education
Accessible Educational Material for Higher Education Students with Disabilities
Portrait of an inclusive lecturer
A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland
Governance, Inequality and Inclusive Education in Sub-Saharan Africa
Technology‐enhanced learning in higher education institutions
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |