Technology Integration for Students with Disabilities in Creating Inclusive Learning Environment
DOI:
https://doi.org/10.20372/star.V13.i4.02Keywords:
Academic Leaders, Disabilities, Inclusive Environment, Technology IntegrationAbstract
Educational technology has immense potential for improving the quality of education, fostering well-being, and inclusion of students with disabilities. The purpose of this study was to investigate the roles of academic leaders in creating an inclusive learning environment through technology integration. To this end, explanatory mixed methods were employed. Participants of the study were 32 academic leaders, 62 instructors, and 31 students with disabilities. Two data collection instruments were used: a questionnaire and an interview. Results show that the correlation between academic leaders and students with disabilities was (r = - 0.408) and between instructors and students with disabilities was (r = 0.253) and there is low educational technology integration at Ambo University. Multiple regression results (R (3, 27) = 2.909, p >.05, with R2 = 0.244, adjusted R2 = 0.160) reveal that inclusive leadership and vision; inclusive support, management, and operations; and social, legal, and ethical issues are not significant predictors of students’ technology usage. Problems with implementing the strategic plan, low enrollment rate of students with disabilities, weak collaboration between stakeholders, low level of enforcement and enactment of policy, and inaccessible features accounted for the low technology integration. The university community should work together to create an inclusive environment for students with disabilities through technology integration.
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Accepted 2024-12-08
Published 2024-12-09
