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To study the impact of assistive technology use on economic inequality, we need to look at two different cases: college and university students, and higher education students. There is a huge difference between the two groups: firstly, higher education students probably are more likely to have disabilities, because they are educated and are expected to be able to adapt to the environment. Secondly, higher education students are probably more likely to be male, because men seem to be more ready to use new technologies. Thirdly, higher education students are probably more likely to go abroad, because they are more likely to have enough money for studying abroad and to be selected for international exchange programs.
The first study on the use of assistive tools for hearing impaired students in a big university was carried out in 2007 and showed that students with hearing impairment used the technology more than the students without hearing impairment (Zdravkova, 2007). The second study, aiming to understand the impact of assistive technology on the social participation of students, was conducted in 2011 and showed that students with hearing impairment had higher levels of social participation than students without hearing impairment, but they also had more experience with assistive technology (Zdravkova, 2016).
The objective of this study is to compare the socioeconomic status, including family wealth, of students who use an assistive technology for learning with students who do not. To understand if assistive technology use is correlated with socioeconomic status, we compare the degree of education and gender of students who use an assistive technology to students who do not. We also investigate whether assistive technology use is correlated with the number of siblings, which is a well-known indicator of family wealth (Stout, 2003).
In this study, we investigate the impact of assistive technology use on economic inequality by comparing the degree of education and gender of students who used an assistive technology to students who did not. We also investigate the impact of assistive technology use on the number of siblings, which is an indicator of family wealth. Finally, we attempt to explain the independent impact of the assistive technology use on income inequality using a regression analysis.
Technology can also create barriers to access. AVA's accessibility features are disabled by default, as the hardware only works with the latest version of Windows. Users have to report problems and request a specific update, which might take several months (Zdravkova, 2022). This might be a reason for their low use by students and instructors, as they may be required to spend extra time updating and testing software and hardware to be able to use them. Only students who have access to personal devices, such as smartphones and laptops, have the opportunity to use them. 827ec27edc