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Topic

The Intersections Between Social Identity, Assistive Technology and User Lived Experience

Department of Educational Psychology and Leadership Studies

Date & location

• Wednesday, April 1, 2026

• 9:00 A.M.

• Virtual

Reviewers

Supervisory Committee

• Dr. Breanna Lawrence, Department of Educational Psychology and Leadership Studies,
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• Dr. Donna McGhie-Richmond, Department of Educational Psychology and Leadership Studies,
  UVic (Member) 

External Examiner

• Dr. Todd Milford, Department of Curriculum and Instruction, UVic 

Chair of Oral Examination

• Dr. Aditya Mojumdar, Department of Biochemistry and Microbiology, UVic

   

Abstract

Research on assistive technology (AT) in post-secondary education has largely focused on functional effectiveness and usability. Although this work demonstrates the potential benefits of AT, persistently high rates of AT abandonment suggest that functional perspectives alone do not adequately capture students’ experiences. In particular, the social, relational, and identity-based consequences of AT use remain underexamined within existing literature. This qualitative study explored the lived experiences of university students who use assistive technology. This study was informed by the theoretical frameworks of intersectionality, Universal Design for Learning (UDL), and neurodiversity, which foreground the influence of social context, power, and diversity on learning and participation and remain underutilized in AT research. Using a qualitative research design, semi-structured interviews were conducted with ten students at a mid-sized university who used assistive technology as part of their academic experience. Data were analyzed using thematic analysis, with attention to participant perspectives and the institutional and social contexts shaping their experiences. Five interrelated themes were identified: (a) Gaps in assistive technology access and usability, (b) Institutional barriers and biases to student belonging and academic experience, (c) Social consequences of academic supports and assistive technology use, (d) How assistive technology improves academic experience and sense of belonging, and (e) Emergent Artificial Intelligence (AI) use. Findings demonstrate that students’ experiences with assistive technology extend beyond functional considerations and are shaped by intersecting identities and institutional practices. This study highlights the need for UDL-informed, neurodiversity-affirming approaches in higher education and offers implications for policy, practice, and inclusive design aimed at reducing AT abandonment and strengthening inclusive post-secondary environments.