Assistive technology for university students with disabilities: Availability, utilization, and impact on academic performance.
Free assistive tech boosts Saudi university grades, but many students still skip it—look past the device to the real barrier.
01Research in Context
What this study did
Jackson et al. (2025) asked 76 Saudi university students with disabilities what tech they had and what they used.
The team checked grades and ran numbers to see if more tech use meant better marks.
Students had vision, hearing, learning, or physical challenges.
What they found
Campuses offered plenty of screen readers, smart pens, and audio books.
Kids who used the tools had higher GPAs.
Still, many students left the same tools sitting on the shelf.
How this fits with other research
Ben-Yehudah et al. (2019) saw the opposite: digital text hurt grades for students with ADHD. The difference is the tool. A et al. tested aids made for disability; Gal used everyday e-books that added distractions.
Brand et al. (2020) found privacy fears stop people from using smart-home tech. Their worry matches the Saudi gap: tech is there, but trust or culture may block the click.
Gonzalo et al. (2024) scoured 21 studies and saw universities talk inclusion yet keep special rooms and separate plans. The Saudi survey adds a live count showing the same split—tools exist, true inclusion lags.
Why it matters
Before you write a tech goal, probe why the student is not using the free laptop or app. Check stigma, training, and family views. Pair the device with coaching and teacher buy-in so the aid turns into higher grades, not dusty inventory.
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02At a glance
03Original abstract
This study explores the availability and effectiveness of assistive technologies for university students with disabilities in Saudi Arabia. Using a descriptive survey approach, it assessed: (a) the availability of assistive technologies; (b) the provision of training materials and support; (c) utilization patterns; and (d) the impact on academic performance. Seventy-six students with disabilities participated. The results show high availability of assistive technologies, supported by comprehensive training materials and services. Additionally, the findings highlight a strong positive correlation between assistive technology use and enhanced academic performance among students with disabilities. WHAT THIS PAPER ADDS: This study contributes to the literature by examining the perceptions, experiences, and challenges faced by individuals with disabilities in Saudi Arabia regarding assistive technology. Through quantitative analysis, it identifies key factors influencing accessibility, such as cultural attitudes, technological infrastructure, and policy constraints. The findings also reveal a significant gap between the availability of assistive technologies and their effective utilization, offering critical insights for policymakers, educators, and service providers aiming to enhance inclusivity.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105078