Tsakeni, MariaManyinyire, Fanuel2024-02-122024-02-122023http://hdl.handle.net/11660/12409Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023Enrolment of students with disabilities in teacher education and other higher education programs has increased steadily, following policy reviews and advocacy by civic society (WHO, 2017; Pitman, 2022; FOTIM, 2011). Efforts have been on reducing learning barriers for students with disabilities by integrating technologies in pedagogic contexts (Jenson et al., 2010; Bekteshi, 2015). Nevertheless, studies on use of technologies to support learning for pre-service teachers with disabilities are limited, which inspired this study. Adoption of Universal Design for Learning, as the theoretical framework helped appraise inclusiveness, while Substitution Augmentation Modification and Redefinition helped establish extent to which technologies were integrated in pedagogic contexts (Rose & Meyer, 2002; Meyer et al., 2014). This study employed the social constructivism paradigm which influenced adoption of purposive and snow ball sampling of three teacher educators, a principal and twelve pre-service teachers, who provided study data through: interviews, observations and focus group discussions (Neuman, 2014; Cohen et al., 2018). Data was analysed through a thematic approach (Lincoln & Guba, 1985; Creswell & Creswell, 2018). Results reveal inclusive enrolment, some infrastructural adaptations, some technology mediated teaching and learning and improvisation, as inclusive practices that benefitted pre-service teachers with disabilities. While teacher educators used technologies in presenting content, instructions and learning tasks, their efforts were impeded by inadequacy of technologies and inappropriate facilitation strategies. Effectiveness was also influenced by perceptions, attitudes and facilitation skills of particular educators. Students with dysfunctional or missing limbs used technologies for note capturing, presenting, researching and compiling assignments, which enhanced their social presence, participation and autonomy in learning processes. Despite predominant use of the technologies at substitution and augmentation, this promoted multiple presentations, expression and engagements (UDL). Notwithstanding lack of explicit policies on inclusive education, the institution availed several technologies, although these were not particularised to students with specific disabilities. Furthermore, these technologies were not easily accessible to pre-service teachers with disabilities, who largely relied on personally owned technologies. Findings from this study are fundamental on inclusion and responding to disabilities, as the recommendations highlight enhanced access to appropriate functional technologies, capacitation of teacher educators and infrastructural adaptation, as well as and apposite policies on use of technologies and its monitoring.enTechnology mediationdisabilitiesteacher educationpre-service teacherThesisUniversity of the Free State