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This study examines the effect of reasonable accommodations on the wellbeing of students with impairments. It utilises the accounts of fifteen students with disabilities in a South African university. It utilises a blend of snowball and convenience sampling methods, collecting data via individual semi-structured interviews. The study uncovers a multifaceted relationship between the positives and drawbacks of disability support services. Although these services enhance students' overall wellbeing, they can unintentionally induce illbeing, so underscoring the contradictory impacts of reasonable accommodations. This dichotomy emphasises the necessity for a holistic approach to disability support and a reform of the higher education system to address diversity comprehensively. The results have ramifications for disability management in higher education institutions. A critical evaluation of the quality of disability services is necessary to discover and alleviate unanticipated adverse effects that may cause discomfort and disadvantages to students with impairments.  

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers.  The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

This study examines the effect of reasonable accommodations on the wellbeing of students with impairments. It utilises the accounts of fifteen students with disabilities in a South African university. It utilises a blend of snowball and convenience sampling methods, collecting data via individual semi-structured interviews. The study uncovers a multifaceted relationship between the positives and drawbacks of disability support services. Although these services enhance students' overall wellbeing, they can unintentionally induce illbeing, so underscoring the contradictory impacts of reasonable accommodations. This dichotomy emphasises the necessity for a holistic approach to disability support and a reform of the higher education system to address diversity comprehensively. The results have ramifications for disability management in higher education institutions. A critical evaluation of the quality of disability services is necessary to discover and alleviate unanticipated adverse effects that may cause discomfort and disadvantages to students with impairments.  

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers.  The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.