Exploring the role of ICTs and assistive technologies for deaf and hard of hearing students in Greek postsecondary education

Abstract

This research explores the experiences of deaf and hard of hearing (D/HH) students in Greek postsecondary education, focusing on their attitudes, perceptions, and practices regarding the use of Information and Communication Technologies (ICTs) and Assistive Technologies (ATs) for educational inclusion and learning support. Using a qualitative approach, the research conducted 19 individual interviews and 2 focus groups with a total of 26 D/HH students. The findings reveal predominantly negative attitudes towards the current technological infrastructure and policies in postsecondary education, with students often resorting to self-help practices and advocacy to overcome barriers. While ICTs and ATs such as smart devices, captioning applications, and distance learning platforms were recognized as beneficial, participants highlighted significant challenges, including technical issues, lack of Greek language support in many applications, and insufficient understanding of D/HH needs by educators. The study concludes that there is a pressing need for enhanced accessibility, the integration of technological solutions, and the improved preparedness of educational institutions to enrich the educational experience of D/HH students in Greek postsecondary education. Although the institutional adoption of technology is crucial, it alone is insufficient to fully achieve inclusion.