Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution

Simple item page
dc.contributor.advisorGovender, Shanali
dc.contributor.authorRayned, Donna
dc.date.accessioned2026-01-21T07:53:44Z
dc.date.available2026-01-21T07:53:44Z
dc.date.issued2025
dc.date.updated2026-01-21T07:46:17Z
dc.description.abstractInclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment.
dc.identifier.apacitationRayned, D. (2025). <i>Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/42637en_ZA
dc.identifier.chicagocitationRayned, Donna. <i>"Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2025. http://hdl.handle.net/11427/42637en_ZA
dc.identifier.citationRayned, D. 2025. Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/42637en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Rayned, Donna AB - Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - Universal Design for Learning KW - disability, inclusion, higher education, educational technology, access, higher education staff LK - https://open.uct.ac.za PB - University of Cape Town PY - 2025 T1 - Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution TI - Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution UR - http://hdl.handle.net/11427/42637 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/42637
dc.identifier.vancouvercitationRayned D. Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/42637en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectUniversal Design for Learning
dc.subjectdisability, inclusion, higher education, educational technology, access, higher education staff
dc.titleTowards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2025_rayned donna.pdf
Size:
2.43 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Masters