Abstract:
Digital technology is increasingly used to facilitate learning experiences and thereby the wellbeing of the
academic community; its inclusivity for those with disabilities is however not always considered. Going
beyond medical models of disability which situate impairments in individual bodies, this paper considers the social model that views societal practices as "disabling" individuals and the cultural model which emphasises the role of cultural prctices in society and their influence on one's understanding of disability. Preliminary descriptive investigations were conducted in preparation for a larger action
research study combining these models within the field of Digital Humanities, to examine barriers of
learning in the digital sphere that students may face due to visual and hearing impairments, and means of
support the digital may in turn offer for amelioration. Semi-structured interviews with relevant individuals
from the Support Centre for Students with Disabilities (SCSD), the Main Library, and the IT staff of the
Faculty of Arts indicate limited participation by students with disabilities in online pedagogical platforms
such as LMS, due to insufficient familiarity with digital material. However, the discussions also highlight
the lack of student motivation in engaging with available technology and in expending optimum effort
towards learning, inadequate guidance in subject selection, and issues of perceived stigma. The paper
offers micro-level recommendations to increase student access to, and familiarity with, online material,
such as training in navigating LMS and revised methods of lecture delivery and feedback. It is also
projected that once the full study is completed, more largescale recommendations could emerge, such as
revised curricula and immersive experiences, which, enhanced by digital tools, may contribute towards
shifts in social, cultural, and individual views of disability, including the views of those with disabilities
themselves. Such changes in practice and mindset could generate accessible and meaningful education,
fostering intellectual participation, enjoyment, and growth.
