Title: Availability of Assistive Technology to Students with Disabilities
Course: Ensuring Inclusive Access Through the Use of Assistive Technology > Section: Potential Challenges and Limitations in the Use of assistive Technology

Challenges in the availability of assistive technology

According to Article 4 of the Law on the Ratification of the Convention on the Rights of Persons with Disabilities (Official Gazette 6/2007), States Parties shall "undertake or promote research and development of, and promote the availability and use of, new technologies, including information and communications technologies, mobility aids, devices and assistive technologies, suitable for persons with disabilities, giving priority to technologies at affordable cost; provide accessible information to persons with disabilities about new technologies, as well as other forms of assistance, support services and facilities; promote the training of professionals and staff working with persons with disabilities in the rights recognised in this Convention so as to better provide the assistance and services guaranteed by those rights."

However, numerous studies show that there are difficulties in ensuring all services related to assistive technology (AT), and thus, its availability. A study by the World Health Organization Regional Office for Europe (WHO, 2021) identified barriers to the availability of assistive technology-related services, which are common to many EU countries, such as:

- lack of training for professionals
- limited information on available AT and funding methods
- limited public funding options
- lengthy and untimely AT procurement procedures
- social stigma for AT users.

Globally, there is no single, universal system or process for AT availability. Current approaches range from comprehensive and free publicly run services for all, to a complete lack of services. In countries with extensive universal public health programmes and broader social welfare programmes, governments ensure full or partial funding for assistive technology not only in the health sector but also within social welfare and support programmes, education, and employment. Many also provide public services that assess people's needs and help them choose from a range of refundable or non-refundable assistive products, taking individual preferences into account. In a healthcare setting, this will often lead to a prescription, while in a social or educational setting, budgets will be available and costs approved. It is not uncommon for the provision of assistive products to be in the hands of private companies that are reimbursed for the costs. To obtain the right product, some countries have independent assistive technology centres where assessments, personalisation, training, and other support are available (WHO, 2022).

Experiences of students with disabilities regarding the availability of assistive technology

The quality of assistive technology (AT) services forms the foundation of its use. Factors such as:

- lack of information
- lack of effectiveness monitoring
- inadequate education
- unrealistic expectations

can affect AT user satisfaction and the extent of AT use and/or abandonment (Larsson and Lidström, 2019). A literature review by McNicholl et al. (2021) found that insufficient education, unavailability of appropriate devices, lack of external support, and difficulties in processing large amounts of information negatively impact the use of AT in higher education. AT training should be provided for both teaching and non-teaching staff at higher education institutions.

Despite increased use and benefits of AT, students with disabilities still encounter inaccessible educational resources and accommodations. Many students have unmet needs due to limited AT availability, funding constraints, and insufficient training opportunities. Although students with disabilities are equally motivated to participate in higher education as their peers without disabilities, they often lack the necessary resources and knowledge. Managing the specificities of their disability while studying often leads students with disabilities to feel they must work harder than others (Zorec et al., 2024).

Research by McNicholl et al. (2023) showed that access to appropriate assistive technology plays an important role from both educational and psychosocial perspectives for students with disabilities. The results indicate that access to appropriate AT can affect student learning, increase well-being and academic performance, and have a positive effect on competence, adaptability, and self-esteem.

The participation of students with disabilities in research aimed at gaining insight into the quality of services and the availability of AT during their studies provides a realistic view of this important factor, as it contributes to the quality of studying. In Croatia, such research remains very limited.

In the study by B. Bašić and L. Bilandžić (2023), students with muscular dystrophy highlighted that assessment for selecting appropriate AT is difficult due to a shortage of qualified professionals who could facilitate the process for those needing AT. Participants noted that they are often left to fend for themselves and must rely on personal commitment and self-education when choosing AT. They also identified the following factors that hinder the procurement of the desired assistive device:

- financial difficulties
- long wait times for delivery
- inability to test AT that meets their needs
- significant self-reliance in obtaining information about available AT.

Persons with disabilities in Croatia are entitled to aids, which include assistive technology (although not explicitly mentioned), and exercise this right based on the Rulebook on Orthopaedic and Other Aids (NN 62/2019). The Rulebook does not include, for example, AT for communication (augmentative and alternative communication) or other forms of AT used by persons with disabilities today, so they must finance these independently or with the help of donations, making its amendment necessary.

Ensuring the availability of assistive technology to students with disabilities at some Croatian higher education institutions

The following links and documents are available in Croatian only. Participants may use free AI-powered translation tools to access the provided materials.

Based on information available on the websites, some higher education institutions offer the possibility of borrowing certain assistive technologies.

Of approximately 69,000 students at the University of Zagreb, official data indicate that 435 are students with disabilities. The University of Zagreb has provided assistive technology to support students with visual impairments and specific learning disabilities, including Braille notetakers, Braille printers, electronic magnifiers, pocket handheld scanners, talking calculators, screen readers, speech units, and laptops. According to students’ expressed needs, these devices have been made available for use at the University of Zagreb Faculty of Humanities and Social Sciences, the Faculty of Education and Rehabilitation Sciences, and the Faculty of Croatian Studies.

The Office for Students with Disabilities within the University Counselling Centre at the University of Rijeka offers the use of a handheld scanner, a desktop or handheld electronic magnifier, a Braille notetaker, and a small portable computer with a built-in speech unit and screen reader.

For students with disabilities, the University of Zadar provides assistive equipment acquired through the Student Counselling Centre’s participation in two international TEMPUS projects. The following assistive technology is available: a speech unit, a pocket handheld scanner for entering small amounts of text, an electronic handheld magnifier, a Braille notetaker, a projector, a digital camera, a binding machine, and voice recorders.

The Office for Students with Disabilities at Josip Juraj Strossmayer University of Osijek offers the following assistive technology: computers, electronic magnifiers/cameras, a Braille notetaker, a speech unit, a screen reader, ABBYY FineReader 10.0 Professional Edition, an electronic handheld magnifier, a handheld text scanner, a reading pen, voice recorders, and specialised calculators.

Students who did not use assistive technology during their previous schooling but notice during their studies that they need an aid can seek information from the coordinator for students with disabilities at their higher education institution or contact the Office for Students with Disabilities at the university or higher education institution.

For information, advice, recommendations, and assessment for appropriate assistive technology, students can contact the Laboratory for Assistive Technology and the Laboratory for Augmentative and Alternative Communication at the University of Zagreb, Faculty of Education and Rehabilitation Sciences.

E-Glas d.o.o., for intelligent computer systems and assistive technology, a leading Croatian company in the field of assistive technology, in addition to distributing assistive technology and innovating new technologies, also provides advice on the application of assistive technology.

References

Bašić, B., & Bilandžić, L. (2023) Assistive Technology and Quality of Life of Youth with Muscular Dystrophy / Asistivna tehnologija i kvaliteta života mladih s mišićnom distrofijom. Paper awarded the Rector's Prize of the University of Zagreb in the academic year 2022/2023 (Mentor: Pinjatela, R.). Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences.

Larsson Ranada, Å., & Lidström, H. (2019). Satisfaction with assistive technology device in relation to the service delivery process-A systematic review. Assistive technology : the official journal of RESNA, 31(2), 82–97.

McNicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2021). The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and rehabilitation: Assistive technology, 16(2), 130–143.

McNicholl, A., Desmond, D., & Gallagher, P. (2023). Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education. Disability and rehabilitation: Assistive technology, 18(1), 50–58.

Regulations on Orthopedic and Other Aids / Pravilnik o ortopedskim i drugim pomagalima (Official Gazette 62/2019).

Student Counselling Centre of the University of Zadar / Studensko savjetovalište Sveučilišta u Zadru (n.d.)

Office for Students with Disabilities of the Josip Juraj Strossmayer University of Osijek / Ured za studente s invaliditetom Sveučilišta Josipa Jurja Strossmayera u Osijeku (n.d.).

Office for Students with Disabilities of the University of Rijeka /Ured za studente s invaliditetom Sveučilišta u Rijeci (n.d.).

Office for Students with Disabilities of the University of Zagreb / Ured za studente s invaliditetom Sveučilišta u Zagrebu (n.d.).

WHO (2022). Global report on assistive technology.

WHO Regional Office for Europe (2021). Prevalence of coverage of assistive technology in the WHO European Region: a scoping review. Abdi, S., Spann, A., Laplante-Lévesque, A., Mishra, S., de Witte, L. (Eds.)

Act on the Ratification of the Convention on the Rights of Persons with Disabilities and the Optional Protocol to the Convention on the Rights of Persons with Disabilities. Official Gazette, 6/2007, 3/2008, 5/2008.

Zorec, K., McNicholl, A., Desmond, D., Boland, T., O’Connor, A., & Gallagher, P. (2025). Fostering technology-inclusive transitions in Irish higher education for students with disabilities. Higher Education Research & Development, 1–15.