Access and perceived ICT usability among students with disabilities attending higher education institutions

Tali Heiman, Catherine S. Fichten, Dorit Olenik-Shemesh, Noam S. Keshet, Mary Jorgensen

Research output: Contribution to journalArticlepeer-review


An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students’ knowledge of and accessibility to ICTs and it examined students’ perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students – those with and without LD/ADHD - accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors’ ICT use, gender and nationality. The study’s findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts.

Original languageEnglish
Pages (from-to)2727-2740
Number of pages14
JournalEducation and Information Technologies
Issue number6
StatePublished - 1 Nov 2017
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.


  • Accessibility
  • Higher education
  • ICT
  • Learning disabilities

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences


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