■残疾影响日常生活活动,导致不安全的条件,生活质量差,以及对他人和辅助技术的依赖。尽管准入有限,需求得不到满足,辅助技术使用户能够参与教育并成为社区的独立成员。高等教育中的残疾学生在日常活动中面临许多挑战,研究领域的证据有限。因此,本研究旨在探讨高等教育中残疾学生的辅助技术体验和日常生活挑战。
■冈达大学采用了描述性定性研究设计,Gondar,埃塞俄比亚,2022年12月20日至2023年1月20日之间。采用目的性抽样方法招募14名残疾学生。使用半结构化问卷进行了深入访谈。使用OpenCode版本4软件进行编码和自反主题分析方法进行分析。
■共有14名残疾学生参加了深度访谈。出现了四个主要主题,其中包括日常生活活动,对残疾人的态度,无障碍障碍,并获得辅助技术。
■残疾学生日常生活活动的障碍是基础设施的可及性差,缺乏无障碍格式的教学/学习材料,和消极的态度。本研究的发现是需要支持学生在高等教育他们的学业成绩,并设计适当的康复战略和政策的可及性的物理基础设施,包容性教育,并提供辅助技术。
UNASSIGNED: Disability influences activities of daily living, leading to unsafe conditions, poor quality of life, and dependence on others and assistive technologies. Despite limited access and unmet needs, assistive technology enables users to participate in education and be independent members of their community. Students with disabilities in higher education face many challenges in their day-to-day activities and evidence is limited in the study area. Therefore, this study aimed to explore assistive technology experience and daily living challenges among students with disabilities in higher education.
UNASSIGNED: A descriptive qualitative study design was employed at the University of Gondar, Gondar, Ethiopia, between December 20, 2022, and January 20, 2023. A purposive sampling method was employed to recruit 14 students with disabilities. An in-depth interview was employed using semi-structured questionnaires. Open Code version 4 software for coding and reflexive thematic analysis approach was employed for the analysis.
UNASSIGNED: A total of 14 students with disabilities were included in an in-depth interview. Four main themes emerged, which included activities of daily living, attitudes toward people with disabilities, barriers to accessibility, and access to assistive technology.
UNASSIGNED: Barriers to activities of daily living among students with disabilities were poor accessibility of infrastructural facilities, lack of teaching/learning materials in an accessible format, and negative attitudes. The present study\'s finding is needed to support students in higher education for their academic achievement and to design appropriate rehabilitation strategies and policies on the accessibility of physical infrastructures, inclusive education, and the provision of assistive technology.