Assistive technology accommodations for post-secondary students with mental health disabilities: a scoping review

Abstract

Purpose

The use of assistive technology (AT) for people with disabilities is well researched and prevalent in education. Growing numbers of students now self-identify as having mental health diagnoses and register for accommodations at post-secondary institutions. The apparent gap in the literature specifically relating to AT support in this population necessitated a more systematic search. This scoping review maps the literature regarding AT interventions to support young adults with mental health disabilities in post-secondary institutions such as universities and colleges.

Methodology

Four major databases were searched for topic keywords. Abstracts and final papers were screened against the inclusion and exclusion criteria, with seven studies identified as relevant.

Results

The reported common problems faced by students were academic, psychosocial and cognitive in nature and they affected day-to-day activities. AT identified loosely fit into the categories of note-taking alternatives, smartphones, multimedia presentations to support text material, alternate participation supports, graphic organizers, text-to-speech software, and other AT writing and visualization tools.

Conclusions

Future research is needed on outcomes of AT implementation in this population and to explore the apparent lack of awareness of these supports by students and service providers, as evidenced by the limited research identified by this scoping review.

Implications for rehabilitation

• There appears to be a gap in access to assistive technology (AT) to students with mental health disabilities, except when the student has concurrent physical or learning disabilities

• These students have additional barriers as they have little or no prior knowledge of AT, having not been previously identified in high school as needing or receiving AT

• AT rehabilitation would level the playing field for students with mental health disabilities, making education and student participation more accessible thus improving overall student experience

Keywords:

• Mental health
• assistive technology
• post-secondary students
• accommodations
• universities
• colleges
• scoping review
• technology

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Acknowledgements

The authors would like to thank Lily Ren, Master of Library and Information Science graduate student for assisting with carrying out literature searches; and subject experts, Dr. Lynn Gitlow and Dr. Sandra Mols, who provided helpful feedback on the search for literature in this field.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Functions of Assistive Technology are drawn from ATSELECT, a copyrighted website resource developed under the leadership of Dr. T. Cunningham, Academic Intervention Lab of OISE, University of Toronto and are used with permission. See https://www.atselect.org/ Content downloaded April 20, 2020.

https://www.atselect.org/v2AssistiveTechnologies/Text-to-Speech

2 https://www.atselect.org/v2AssistiveTechnologies/Note-Taking-Software

3 https://www.atselect.org/organizationmenu

4 https://www.atselect.org/v2AssistiveTechnologies/Graphic-Organizer

5 https://www.atselect.org/v2AssistiveTechnologies/Voice-Recognition

6 https://www.atselect.org/v2AssistiveTechnologies/Smartphones

Additional information

Funding

The authors gratefully acknowledge the funding support of 2017 OSOTRF Occupational Therapy Research Grant, sponsored by Ontario Society of Occupational Therapists and Canadian Occupational Therapy Foundation.