ASSISTIVE TECHNOLOGIES FOR STUDENTS WITH DISABILITIES: A SURVEY OF ACCESS AND USE IN TURKISH UNIVERSITIES

This study examined the assistive technology needs of university students with disabilities and the availability of these technologies. It also explored the attitudes of the students with disabilities toward computers and the extent to which these are used by students with disabilities. Data was collected through a questionnaire, from 22 university students enrolled in one private and four public universities located in Ankara, Turkiye. The results of the study indicated that students with disabilities utilized assistive technology for different purposes, such as writing and conducting research, when the resources and support were available. Additionally, relationships between student knowledge, skills, attitudes, social norms, and beliefs were explored. Keywords: Assistive Technologies, Special Education Technology, College Students, Students with Disabilities There is a general lack of awareness in Turkey, concerning the needs and capabilities of individuals with disabilities. Some people are unconcerned and justify this lack of awareness by claiming that individuals living with a disability are rare and do not warrant much attention. Others may be concerned but feel incapable of assisting those individuals with disabilities, overwhelmed by the sheer size of the task. Due to this absence of people with disabilities who are active in everyday life in Turkey, the general public is desensitized to the issues surrounding disabilities. The recent 2000 population census in Turkey, was the first to mention disability. However, this census asked no details about individual disabilities. Therefore, the 2000 census did not significantly contribute to the bank of data on this issue. The joint lack of awareness is also experienced by the families of children with disabilities, leaving most without suitable knowledge and skills to carry out basic daily tasks or have social interaction with others. Thus, few children with special needs have been encouraged to participate in the society and strive for independence. When considering the high percentage of individuals with disabilities in Turkey (12%), educational attainment for these individuals is extremely low (State Institute of Statistics (SIS), 2002). The percentage of primary school graduation is as low as 40%. The percentage decreases drastically as the grade level increases. Unfortunately, less than 3% of individuals with disabilities earn a high school diploma (SIS, 2002). This trend continues in higher education. According to data from the Student Selection and Placement Center (2003, 2008), of all students who take the university entrance exam, only 0.08% are disabled.