Chais2025_Heb_and_Eng-web

Dana Kaspi-Tsahor, Tali Heiman, Dorit Olenik-Shemesh 69E Proceedings of the 20th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era D. Olenik-Shemesh, I. Blau, N. Geri, A. Caspi, Y. Sidi, Y. Eshet-Alkalai, Y. Kalman, E. Rabin (Eds.), Ra'anana, Israel: The Open University of Israel Learning Techniques and Technology in Achieving Academic Success among Students with Disabilities in Higher Education (Poster) Dana Kaspi-Tsahor The Open University of Israel danakas@openu.ac.il Tali Heiman The Open University of Israel talihe@openu.ac.il Dorit Olenik-Shemesh The Open University of Israel doritol@openu.ac.il טכניקות לימוד וטכנולוגיה בהשגת הצלחה אקדמית בקרב סטודנטים עם מוגבלויות בהשכלה גבוהה )פוסטר( דורית אולניק - שמש האוניברסיטה הפתוחה doritol@openu.ac.il טלי היימן האוניברסיטה הפתוחה talihe@openu.ac.il דנה כספי - צחור האוניברסיטה הפתוחה danakas@openu.ac.il Abstract The importance of education for better life outcomes is well recognized. Yet, students with disabilities (SWD) remain underrepresented in higher education. Despite legislative advancements and growing awareness, SWD often face unique challenges that hinder their academic success (Taneja-Johansson, 2021). Digital technology, particularly mobile devices, has become an essential part of students' academic lives. With a variety of technological learning tools available, SWD are able to engage in educational activities. Many academic institutions provide free access to wireless networks, making mobile devices an affordable and convenient tool for learning (Fichten et al., 2019). The use of artificial intelligence (AI) tools by students has gained significant attention in recent years. Despite the potential of AI-based learning environments to create personalized educational techniques for students with learning difficulties, SWD are less likely to engage in online learning compared to their non-disabled peers (Yenduri et al., 2023). The current study examined how SWD perceive the factors contributing to their academic success. For this purpose, 12 female and 8 male students were interviewed about the challenges they face in their academic learning and what kinds of help they believe would assist them cope academically, compared to their non-disabled peers. They discussed technologies as well as human assistance. Most participants were diagnosed with Learning Disabilities (LD), with a few having physical or sensory disabilities. The study employed a combination of qualitative thematic analysis and quantitative techniques (Koren, 2023). The findings indicate that SWD use technologies for similar purposes as their non-disabled peers. The participants employ general-purpose technologies and software as assistive tools, without recognizing them as dedicated assistive technologies (AT). While previous research has focused on the exclusive use of AT by SWD, this study highlights a growing trend of using universally available technologies, such as screen readers and AI tools. The study discusses the implications of the blurred distinction between dedicated AT and general-purpose tools regarding the academic inclusion of SWD. The results suggest that SWD